Comparison of the Effectiveness of Emotional Intelligence Training and Social Skills Training on Symptoms of Love Damage and Cognitive Emotion Regulation in Women with Love Failure

Document Type : Original Article

Authors

1 Department of Counseling, Khomeini Shahr Branch, Islamic Azad University, Isfahan, Iran

2 Department of Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran

3 Department of Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran

4 Department of Psychology, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran

5 Department of Psychology, Science & Research Branch, Islamic Azad University, Tehran, Iran

Abstract

Background: Love failure has the potential to lead to significant emotional harm in an individual. 
 
Objectives: This study aimed to assess the effectiveness of emotional intelligence training and social skills training in the reduction of the effects of emotional damage and improvement of emotional regulation in women who have experienced love failure.
 
Methods: The present semi-experimental research used a pre-test, post-test, and follow-up design and lasted three months, with two intervention groups and one control group. The target population for this research comprised women with the experience of love failure in Tehran, Iran from June to November, 2023. The study included 54 patients from four psychology clinics in the 10th district of Tehran, selected through purposive sampling and divided into two intervention groups and one control group (n=20 in each group). The emotional intelligence group underwent eleven 90-minute sessions twice a week, while the social skills group had ten 90-minute sessions twice a week. The data were collected by the Love Trauma Inventory and the Cognitive Emotion Regulation Questionnaire. Data analysis was conducted using analysis of variance, multivariate analysis of covariance, and Bonferroni post-hoc test in SPSS software (version 27).
 
Results: The findings demonstrated that both interventions led to a decrease in these components. Moreover, the social skills approach did not have a significant impact on the positive refusal component, with no noticeable differences, compared to the control group (P=1.000). 
 
Conclusion: The present study showed that both emotional intelligence training and social skills training were effective on the variable of love damage symptoms and its components.
 
 

Keywords

Acknowledgments: The authors would like to thank the entire team at psychological clinics in Tehran and the women who took part in this research. This study was approved by the Islamic Azad University, Science and Research Branch, with the Ethics Code of IR.IAU.SRB.REC.1402.232. 

 

Availability of data and materials: The corresponding author can provide the information upon request either during submission or after the publication of the article.

 

 

Conflicts of interests: The researchers confirm that the study was carried out without any commercial or financial conflicts of interest. 

 

Consent for publication: The Publisher is sent a signed Consent to Publish to obtain permission from the Authors to publish their Work.

 

Ethics approval and consent to participate:This study was approved by the Islamic Azad University, Science and Research Branch, with the Ethics Code of IR.IAU.SRB.REC.1402.232. The study was conducted in accordance with the principles of the Helsinki Declaration.

 

Financial disclosure: This study did not receive any financial support.

 

Author contributions: E. P: Contributed to the conception of the work, revising the draft; S.A.: Approving the final version of the manuscript, E. P: Agreeing on all aspects of the work; S.P. M.: Contributed to the data analysis and interpretation, critical revision, and approval of the final version of the manuscript; F. J.: Contributed to acquiring data, drafting the manuscript, and approving the final version; L.M. N. and M. M.: Contributed to the conception and design of the study, critical revision, and approval of the manuscript's final version; F. J.: Contributed to the conception and design of the study, data interpretation, drafting of the manuscript and critical revision, and approval of final version.

 

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

References

1. Dindoost L, A.I., Zahrakar K, Mohsenzadeh F. , A grounded theory analysis of the experience of repeated love failure among Iranian youth. Journal of Applied Psychological Research, 2023. 14(2): p. 39-68. 10.22059/japr.2023.334765.644103
 
2. Asayesh, M.H., N. Qazinejad, and F. Bahonar, Explanation of the emotional reactions of girls with love trauma syndrome: A qualitative study. 2021. https://www.sid.ir/paper/409270/fa
 
3. Kouhi Z, A.-V.M., An Investigation of the Effectiveness of Islamic-oriented Consultation on Psychological Distress in Female Students with Love Trauma Syndrome. . Journal of Pizhūhish dar dīn va salāmat. , 2022. 8(3): p. 53-67. https://doi.org/10.22037/jrrh.v8i3.34697
 
4. Ghazinejad, N., M.H. Asayesh, and F. Bahonar, Explanation of cognitive reactions in girls with love trauma syndrome: A phenomenological study. Rooyesh-e-Ravanshenasi Journal (RRJ), 2020. 9(1): p. 97-106. URL: http://frooyesh.ir/article-1-1845-en.html
 
5. Kuula, L., T. Partonen, and A.-K. Pesonen, Emotions relating to romantic love-further disruptors of adolescent sleep. Sleep Health, 2020. 6(2): p. 159-165. https://doi.org/10.1016/j.sleh.2020.01.006
https://doi.org/10.1016/j.sleh.2020.01.006
PMid:32111523
 
6. Khodaverdian, S., K.A. KHODABAKHSHI, and A. Sanagoo, Explanation of psychological and social adjustment of young girls on emotional breakdown experience: a qualitative study. 2020. URL: http://ijpn.ir/article-1-1427-fa.html
 
7. del Palacio-Gonzalez, A., D.A. Clark, and L.F. O'Sullivan, Distress severity following a romantic breakup is associated with positive relationship memories among emerging adults. Emerging Adulthood, 2017. 5(4): p. 259-267. https://doi.org/10.1177/2167696817704117
https://doi.org/10.1177/2167696817704117
 
8. Pirmoradian R, T.M., Namdarpoor F. , Psychological Consequences of Emotional Failure Based on Lived Experiences. Counseling Culture and Psychotherapy, 2023. https://doi.org/10.22054/qccpc.2023.74924.3160
 
9. Alizadeh, M.A., et al., Predicting love trauma syndrome based on attachment styles with the mediating role of emotion regulation. 2021. URL: http://ijpn.ir/article-1-1795-en.html
 
10. Strauss, A.Y., Y. Kivity, and J.D. Huppert, Emotion regulation strategies in cognitive behavioral therapy for panic disorder. Behavior therapy, 2019. 50(3): p. 659-671. https://doi.org/10.1016/j.beth.2018.10.005
https://doi.org/10.1016/j.beth.2018.10.005
PMid:31030881
 
11. Mosayebi Dorche, E., A. Issazadegan, and E. Soleymani, The Role of Emotional Schemas in Predicting Love Trauma Syndrome in People with Emotional Failure. Journal of Psychological Studies, 2022. 18(3): p. 7-20. https://journal.alzahra.ac.ir/article_6595.html
 
12. Roos, L.G., The influence of emotion regulation on psychological distress and physiological functioning following a romantic breakup. 2018, The University of North Carolina at Charlotte. http://hdl.handle.net/20.500.13093/etd:721
 
13. Vajdian MR, A.M., Manshaei G. , The effect of adolescent-based mindfulness training on the depression and anxiety of the girls with affective failure. medical journal of mashhad university of medical sciences, 2020. 21(63): p. 61-51. 10.22038/mjms.2020.16178
 
14. D'Amico, A. and A. Geraci, Beyond emotional intelligence: The new construct of meta-emotional intelligence. Frontiers in Psychology, 2023. 14: p. 1096663. https://doi.org/10.3389/fpsyg.2023.1096663
https://doi.org/10.3389/fpsyg.2023.1096663
PMid:37089723 PMCid:PMC10116856
 
15. Geßler, S., J.B. Nezlek, and A. Schütz, Training emotional intelligence: Does training in basic emotional abilities help people to improve higher emotional abilities? The Journal of Positive Psychology, 2021. 16(4): p. 455-464. https://doi.org/10.1080/17439760.2020.1738537
https://doi.org/10.1080/17439760.2020.1738537
 
16. Sergi, M.R., et al., The role of gender in the association among the emotional intelligence, anxiety and depression. Frontiers in Psychology, 2021. 12: p. 747702. https://doi.org/10.3389/fpsyg.2021.747702
https://doi.org/10.3389/fpsyg.2021.747702
PMid:34671302 PMCid:PMC8521077
 
17. Sadeghi I, S.A., Salehy M. , The role of self-knowledge, love and emotional intelligence in predicting marital conflicts. Counseling Culture and Psycotherapy, 2022. 13(50): p. 97-69. https://doi.org/10.22054/qccpc.2021.64092.2810
 
18. Golmohammadian, M. and A. Saqqezi, Comparison of Emotional Social Loneliness and Psychological Maltreatment in Single Girls with and Without Symptoms of Interpersonal Disorders. Social Psychology Research, 2021. 11(43): p. 89-104. https://doi.org/10.22034/spr.2021.263700.1658
 
19. Maghoomi, M., Kadivar, P., Hashmirazini, H., Sepah Mansour, M. , Develop a causal model of shame and guilt feelings based on temperament and characteristic and positive and negative effects with the mediating role of Social skills. medical journal of mashhad university of medical sciences, 2021. 63(19). doi: 10.22038/mjms.2021.22985
 
20. Saga, T., et al., Automatic evaluation-feedback system for automated social skills training. Scientific Reports, 2023. 13(1): p. 6856. https://doi.org/10.1038/s41598-023-33703-0
https://doi.org/10.1038/s41598-023-33703-0
PMid:37100886 PMCid:PMC10133273
 
21. de Mooij, B., et al., Effective components of social skills training programs for children and adolescents in nonclinical samples: A multilevel meta-analysis. Clinical child and family psychology review, 2020. 23(2): p. 250-264. https://doi.org/10.1007/s10567-019-00308-x
https://doi.org/10.1007/s10567-019-00308-x
PMid:31919684
 
22. Øzerk, K., G. Özerk, and T. Silveira-Zaldivar, Developing social skills and social competence in children with autism. International Electronic Journal of Elementary Education, 2021. 13(3): p. 341-363. https://doi.org/10.26822/iejee.2021.195
https://doi.org/10.26822/iejee.2021.195
 
23. Kang, H., Sample size determination and power analysis using the G* Power software. Journal of educational evaluation for health professions, 2021. 18. doi: 10.3352/jeehp.2021.18.17. Epub 2021 Jul 30. PMID: 34325496; PMCID: PMC8441096
https://doi.org/10.3352/jeehp.2021.18.17
PMid:34325496 PMCid:PMC8441096
 
24. Bradberry, T. and J. Greaves, Emotional Intelligence 2.0. 2009: TalentSmart.
 
25. Amirkhanloo, A., Y. Doosti, and R. Donyavi, The Comparison of the Effectiveness of Cognitive-Behavioral Therapy with Emotional Intelligence Training on Social Adjustment in Adolescents with Conduct Disorder. Applied Family Therapy Journal (AFTJ), 2022. 3(4): p. 217-242.
https://doi.org/10.61838/kman.aftj.3.4.13
 
26. Attari, V., et al., Investigating the Effectiveness of Social Skills Training on Individual-Social Adjustment of Juvenile Delinquents in Gonbad Kavuos. Psychological Achievements, 2005. 12(3): p. 25-46.
 
27. Jenaabadi, H., Efficacy of social skills training on behavior disorders among fifth grade exceptional students in Kosar Elementary School in Zahedan in the year 2010-2011. 2012.
 
28. Rosse, R.B., The love trauma syndrome: free yourself from the pain of a broken heart. 2007: Da Capo Lifelong Books.
 
29. Rajabi, S., M. Joukar, and K. Alimoradi, The Effectiveness of trauma specific cognitive-behavioral therapy on reducing love fouced syndromes in college students. Biannual Journal of Applied Counseling, 2018. 8(1): p. 79-96.
 
30. Garnefski, N., et al., Brief report: Cognitive emotion regulation strategies and psychological adjustment in adolescents with a chronic disease. Journal of adolescence, 2009. 32(2): p. 449-454.
https://doi.org/10.1016/j.adolescence.2008.01.003
PMid:18775562
 
31. Samani, S. and L. Sadeghi, Psychometric properties of the cognitive emotion regulation questionnaire. 2010.
 
32. Mizani, S., et al., The Mediating Role of Cognitive Emotion Regulation for Maladaptive Schemas and Negative Affects AmongYouth. Quarterly Journal of Psychological Methods and Models Spring, 2021. 12(43).
 
33. Amiri, N., et al., Designing and Evaluating the Effectiveness of Mindfulness-based Social Skills Training Package On the Components of these Skills in Slow Learner Students. Journal of Educational Psychology Studies, 2021. 18(43): p. 147-122. doi :10.22111/jeps.2021.6500
 
34. Cece, V., et al., Emotional intelligence training program for adolescents involved in intensive training centers. Journal of Applied Sport Psychology, 2023. 35(6): p. 1026-1049. https://doi.org/10.1080/10413200.2023.2176565
https://doi.org/10.1080/10413200.2023.2176565
 
35. Saeedi E, S.H., Hashemi T. , Predicting the relationship between emotional intelligence and anger rumination with the aggression of Tabriz university students. . Social Psychology Research, 2020. 10(38): p. 65-82. https://doi.org/10.22034/spr.2020.114691
 
36. Sadri Damirchi A, E.G.F., Effectiveness of social-emotional skills training on cognitive emotion regulation and social skills in children with learning disabilities. . Journal of learning disabilities, 2016. 5(36): p. 59-86. https://jld.uma.ac.ir/article_433.html
 
37. Megías-Robles, A., et al., Emotionally intelligent people reappraise rather than suppress their emotions. PloS one, 2019. 14(8): p. e0220688. https://doi.org/10.1371/journal.pone.0220688
https://doi.org/10.1371/journal.pone.0220688
PMid:31404096 PMCid:PMC6690525
 
38. Khosravi, R.A. and M. Jahangiri, The Effects of Social Skills Training on Self-Efficacy of Students in Farhangian University. Journal of higher education curriculum studies, 2019. 10(19): p. 65-87. https://www.icsajournal.ir/article_89087.html.
 
Razavi International Journal of Medicine
Volume 13, Issue 1
special issue; Psychology in Health
March 2025
Pages 11-24

Files

Share

How to cite

Statistics