Volume 10 - Issue 45
/ September 2021
131
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DOI: https://doi.org/10.34069/AI/2021.45.09.14
How to Cite:
Pryimachenko, O., Babii, A., Shnarevych, O., Pavlenko, O., & Rakhlis, V. (2021). Emotional intelligence Vs normative behavior of
juvenile male convicts. Amazonia Investiga, 10(45), 131-140. https://doi.org/10.34069/AI/2021.45.09.14
Emotional intelligence Vs normative behavior of juvenile male convicts
Емоційний інтелект vs нормативної поведінки неповнолітніх засуджених осіб чоловічої
статі
Received: August 29, 2021 Accepted: September 30, 2021
Written by:
Olesia Pryimachenko
52
https://orcid.org/0000-0002-5499-603X
Alla Babii
53
https://orcid.org/0000-0002-9304-922X
Olena Shnarevych
54
https://orcid.org/0000-0002-0657-3091
Olena Pavlenko
55
https://orcid.org/0000-0002-3868-3252
Vadym Rakhlis
56
https://orcid.org/0000-0003-2223-5196
Abstract
In recent years, the level of crime among young
people has increased, so there is a need to
improve the methods of education and correction
of such persons, which is why the in-depth study
of the emotional intelligence of the convict is
relevant. Based on empirical data, the
components of emotional intelligence of male
juveniles with normative behavior and convicts
were compared. The following research methods
were used: semantic, sociological (observation,
interviewing, psychodiagnostic testing),
comparative analysis, and correlation analysis.
The study found that the level of emotional
intelligence of juvenile convicts is lower than the
emotional intelligence of normative behavior.
Convicts have a lower level of understanding and
control of their emotions, reduced empathy,
which is expressed in the inability to consciously
interpret the emotional state of another person,
and reduced control over their expression. The
above directly proportionally affects the ability
of juveniles to commit criminal offenses, so it is
necessary to purposefully influence and develop
emotional intelligence and emotional
competence in juvenile male convicts. Based on
52
Candidate of psychological sciences (Juridical Psychology), docent of the Department of Psychology, University of Customs and
Finance.
53
Ph.D., Associate Professor of the Chernivtsi Institute of International Humanitarian University, Ukraine.
54
Candidate of Economic Sciences, Junior Researcher of the Ptoukha Institute of Demography and Social Studies of the National
Academy of Sciences of Ukraine.
55
Dr.hab. (Pedagogy), Professor, Head of Foreign Philology, Translation and Professional Language Training Department, University
of Customs and Finance, Ukraine.
56
PhD in Pedagogy, Senior Lecturer of the Department of Psychology and Social Work, West Ukrainian National University, Ukraine.
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the constant analysis of the emotional
intelligence of convicts, it is possible to more
effectively identify and eliminate the causes and
conditions that contribute to the commission of
offenses and anti-social actions.
Keywords: emotional intelligence, emotional
competence, juvenile convict, criminal offenses,
normative behavior.
Introduction
With the growing number of criminal offenses
committed by adolescents, the study of the
causes of juvenile delinquency and the
psychological portrait of juvenile convicts
remain relevant. To date, the most criminogenic
age is 16-17 years. The subject of the offense is
a male person, and there are no restrictions on
social status, as juvenile offenders are both
homeless and children from well-off, well-off
families. According to neurobiologists, often a
juvenile offender is formed by deep
psychological aspects. Juvenile delinquents are
characterized by aggression, anger, anxiety,
negative behavior, high levels of impulsivity,
which is associated with poorer skills to solve
social problems, and poorer skills to solve social
problems – with greater aggression, inability to
consciously regulate emotions for personal
growth and improvement of interpersonal
relationships, low level of ability to understand
the emotional meaning of the situation in a
cognitive perspective, change and interaction of
emotions, the reasons for their variability and
changes over time, their determination by
environmental events, reduced social adjustment,
empathy and compassion. The above is an
emotional component of a person. Many
scientific papers, psychologists of the highest
category emphasize that our actions are a product
of our emotions, and as a result, at the end of the
20th century, the concept of emotional
intelligence was developed. Emotional
intelligence is the ability to understand the true
causes of their emotions, to correctly interpret
their own behavior and the behavior of others, to
have a productive influence on it, to understand
the emotions, feelings, desires, goals of others, to
know their strengths and weaknesses, avoid
stress and be attractive. The study of the concept
of emotional intelligence is gaining momentum
as it is closely related to attempts to assess a
person's adaptive abilities through his ability to
successfully interact in society, analysis of the
level of emotional competence of an individual
allows to predict his reactions and behavior.
The above confirms the increased need to study
and analyze the specifics of the emotional
intelligence of male juvenile convicts. The
results of such studies will confirm the
hypothesis of the relationship between the
emotional intelligence of the adolescent and his
ability to commit a crime. Based on this
relationship and the importance of increasing the
emotional competence of the individual, the
creation of programs of preventive measures for
juvenile delinquency will be more productive,
methods of re-education of juveniles more
effective, and the general concept of optimizing
interpersonal relationships, positive activities of
adolescents in society, their self-realization level
above.
Purpose: to consider the theoretical and practical
provisions of emotional intelligence, different
approaches to its interpretation. To investigate in
detail the emotional intelligence of male juvenile
convicts by comparing the components of
emotional intelligence of juvenile convicts and
juveniles with normative behavior. The results of
the study should be presented as necessary for
use in the field of crime prevention among young
people and in the development of effective ways
to correct convicts. The object of research is the
phenomenon of emotional intelligence. The
subject of research – features of emotional
intelligence of juvenile male convicts.
Theoretical Framework or Literature Review
Pryimachenko, O., Babii, A., Shnarevych, O., Pavlenko, O., Rakhlis, V. / Volume 10 - Issue 45: 131-140 / September, 2021
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In the process of studying the concept of
emotional intelligence, the authors used the work
of the following scientists: Andreeva (2008),
Lusin (2006), Saenko (2010), Bar-On (2007),
Mayer, Solovey, and Caruso (2003).
Andreeva (2008) interprets the concept of
emotional intelligence through emotional
competence, namely: "it is a set of knowledge,
skills, and abilities that are aimed at making
adequate decisions and encourage action based
on the results of intellectual processing of
external and internal emotional information."
Lusin and Ushakov (2004) understands
emotional intelligence as a mixed construct,
namely a combination of cognitive abilities and
personal characteristics. The scientist identifies
the following components of emotional
intelligence: interpersonal, intrapersonal,
understanding emotions, emotion management,
understanding other people's emotions,
managing other people's emotions,
understanding one's own emotions, managing
one's own emotions, controlling expression.
In his research on the essence of emotional
intelligence, Saenko (2009, 2010) draws
attention to such a component as the regulation
of emotions, i.e. awareness of their emotional
experiences and their biologically and socially
appropriate use to achieve goals and meet needs.
Regulation of emotions involves the maximum
possible external expression, the discharge of
emotional states in constructive ways, i.e. in
ways that do not violate the interests, rights, and
freedoms of other people.
Bar-On (2007 2010) understands emotional
intelligence as a set of non-cognitive abilities,
competencies, and skills that affect a person's
ability to adapt to different life situations. The
scientist identifies 5 components of emotional
intelligence (self-knowledge, communication
skills, ability to adapt, manage stressful
situations, the mood he is experiencing). Bar-On
first introduced the concept of EQ – emotional
quotient, the coefficient of emotionality, by
analogy with IQ – the coefficient of intelligence.
Mayer, Solovey, and Caruso (2003) were the first
to introduce the term "emotional intelligence"
into psychological discourse. Scientists interpret
this concept as the ability to effectively control
emotions and use them to improve thinking.
The concept of emotional intelligence has also
been studied by scholars such as McMurran and
McGuire (2005), Salovey and Mayer (1994),
Throndike, Hagen and Sater (1986), Frolova
(2018), Fedorenko, Belousova and
Chetyrchinskaya (2020), Abrikosova,
Aleksandrovskaya, Kudinova and Irgit (2019);
Rakhlis and Pavlenko (2021).
Methodology
The choice of specific research methods is
determined by the goals and results that are
expected to be obtained. The specifics of the
emotional intelligence of juvenile convicts were
studied using the following methods: semantic,
sociological (observation, interviewing,
psychodiagnostic testing), comparative analysis,
and correlation analysis.
The semantic method of research is used to
define the essence of phenomena, concepts,
terms, and their etymology. This method is a tool
for finding and discovering the meaning of words
and phrases that denote the object and subject of
research. With the help of semantic analysis, the
essence of the conceptual and categorical
apparatus is settled by establishing the meaning
of the terms: emotional intelligence, the
emotional component, emotional competence.
The behavior of juvenile convicts and law-
abiding adolescents is a reflection of emotional
intelligence and emotional competence. Given
that behavior is a social phenomenon,
sociological methods have become the basic
research methods. Such methods include many
empirical procedures: observation, interviewing,
psychodiagnostic testing. The following methods
are widely used: MSCEIT, SREIT, questionnaire
Barchard, EmIn, EQ-i questionnaire by Ruven
Bar-On.
MSCEIT (The Mayer – Salovey – Caruso
Emotional Intelligence Test) is a standard test for
assessing emotional intelligence with a high-
reliability scale. This test is now the most reliable
and effective method of assessing emotional
intelligence as an ability. MSCEIT makes it
impossible for the respondent to self-assess, as it
consists of impersonal and objective tasks.
SREIT (Self Report Emotional Intelligence Test)
- self-report test with 33 statements, which are
divided into 3 scales: evaluation and expression
of emotions, regulation of emotions, the use of
emotions in solving problems. This test shows
quite good psychometric indicators in the design:
internal reliability (α Cronbach = 0.90), test-
retest reliability at 0.78, and obvious
discriminant validity. The disadvantage of
SREIT is the lack of protection from socially
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acceptable responses. The advantage of this
technique is the ease of conducting a survey and
processing the answers.
Bachard's questionnaire is a set of questions to
measure the possible components of emotional
intelligence: positive or negative expressiveness,
attention to emotions, emotion-based decision-
making, empathy for joy, empathy for
unhappiness, the ability to understand other
people's emotions.
Emin (Lucin's emotional intelligence
questionnaire) is a self-reported
psychodiagnostic technique designed to measure
emotional intelligence (EQ) according to the
author's theoretical ideas.
Emotional Quotient Inventory (EQ) is a
questionnaire for measuring emotional
intelligence, developed by Reuven Bar-On, who
first introduced the concept of EQ – emotional
quotinent, emotional coefficient, by analogy with
IQ.
The method of comparative analysis was used to
compare the emotional intelligence of juvenile
convicts and the emotional intelligence of law-
abiding adolescents.
The correlation method revealed the
interdependence between the deviant, antisocial
behavior of convicts and their emotional
intelligence.
The empirical basis of our study was the state
institutions Kuryaz Correctional Colony,
Kremenchug Educational Colony, and secondary
schools in Dnipro. The study sample – 626 older
male adolescents.
The subjects were divided into two groups. The
first group consisted of 301 male juvenile
convicts. The second group included 325 older
adolescents with conditional normative behavior
(who studied in secondary schools).
Results and Discussion
The significance of such a psychological
construct as emotional intelligence is that it
provides basic coordinates for understanding
how emotional states affect social functioning,
and its prognostic value relates to real-life
outcomes (Keefer, Parker & Wood, 2012).
Emotional intelligence has been compared to
several other psychological constructs, including
Thorndike's social intelligence (ability to
understand others and act intelligently in
relationships) (Throndike, Hagen & Sater, 1986);
Gardner's theory of multiple intellects (e.g.,
intrapersonal and interpersonal intelligence)
(Gardner, 2011); practical intelligence (human
ability to solve real problems) (Mayer, Salovey,
& Caruso, 2003), and a state of alexithymia
(which is characterized by difficulties in
identifying one's own emotions, difficulties in
describing the emotions of others, narrowed
imaginary processes and a cognitive style
focused on appearance, etc.).
The presence of modern models of emotional
intelligence in modern psychological science,
according to Lusin, determines the feasibility of
simultaneous use to study and evaluate this
psychological phenomenon of different
methodological approaches in scientific research
and applied research (Lusin & Ushakov, 2004).
Emotional intelligence is the ability to
understand and control emotions; however, the
content and boundaries of this construction
remain unclear. Meyer and Salovey, who began
to use the term, defined emotional intelligence as
"the ability to perceive emotions, integrate
emotions to facilitate thought, understand
emotions, and regulate emotions to promote
personal growth." They singled out two areas of
EI: experimental (the ability to perceive, respond
to, and manipulate emotional information
without necessarily understanding it) and
strategic (the ability to understand and manage
emotions without necessarily perceiving feelings
well or experiencing them fully) (Mayer, Salovey
& Caruso, 2003).
The results of the study of emotional intelligence
of juvenile convicts and juveniles with normative
behavior, obtained by the MSCEIT method, are
shown in Table 1.
It was found that juvenile convicts differ from
juveniles with normative behavior by
significantly lower indicators on three of the four
scales of the MSCEIT methodology, namely,
"Emotional facilitation of thinking" (respectively
0.24 ± 0.05 and 0.36 ± 0.03, t = 2.06, p ≤ 0.05),
"Ability to understand and analyze emotional
information" (0.26 ± 0.04 and 0.39 ± 0.05, t =
2.03, p ≤ 0.05), "Ability to consciously regulate
emotions for personal growth and improvement
of interpersonal relationships" (0.21 ± 0.02 and
0.29 ± 0.03, t = 2.22, p ≤ 0.05).
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Table 1.
Indicators of emotional intelligence of juvenile convicts and juveniles with normative behavior according
to the MSCEIT method (M ± m). Own authorship.
Scales
1 group
2 group
t
p
Identification of emotions
0,27±0,03
0,34±0,05
1,20
-
Emotional facilitation of thinking
0,24±0,05
0,36±0,03
2,06
0,05
Ability to understand and analyze emotional
information
0,26±0,04
0,39±0,05
2,03
0,05
Ability to consciously regulate emotions for
personal growth and improve interpersonal
relationships
0,21±0,02
0,29±0,03
2,22
0,05
The identified differences suggest that juvenile
convicts are characterized by several features, the
content of which will be disclosed below.
These subjects are less able to recognize
emotions that are productive in the context of
facilitation of a particular activity, to determine
the degree of usefulness of various emotions in
the current situation, to describe their own
emotional experiences, i.e., generally
characterized by less pronounced ability to use
emotions to intensify not only thinking but and
activities, facilitate thinking through emotions.
Representatives of this group are less able to
understand the emotional meaning of the
situation in a cognitive perspective, the
transformation and interaction of emotions, the
reasons for their variability and changes over
time, their conditionality of the content of events;
are less able to distinguish between ambiguous
and contradictory feelings, awareness of a
complex combination of emotions in one feeling,
to accumulate experience of experiencing such
emotions, i.e. are characterized by a less
developed ability to understand and analyze
emotional information.
Juvenile convicts are less successful in regulating
their own emotions and maintaining a positive
emotional state, in imagining themselves in the
place of another person, in predicting the
development of interpersonal interaction,
emotional consequences of their behavior for
others, regulation of their emotional states, and
the ability to maintain positive relationships with
them, reflecting a less perfect ability to
consciously regulate emotions to ensure personal
growth and harmonize interpersonal
relationships.
The absence of probable differences on the scale
"Identification of emotions" indicates that
juvenile convicts and juveniles with normative
behavior do not differ in the manifestations of the
ability to perceive emotions, their evaluation, and
expression of emotional experiences.
The use of some techniques based on self-report,
allowed us to analyze the features of the ideas of
the subjects concerning the manifestation of
various components of emotional intelligence.
The results obtained using the method SREIT
(Self Report Emotional Intelligence Test) are
shown in Table 2.
Table 2.
Indicators of emotional intelligence of juvenile convicts and adolescents with normative behavior
according to the method of SREIT (M ± m). Own authorship.
Scales
1 group
2 group
t
p
Evaluation and expression of emotions
34,97±1,44
38,31±1,16
1,81
-
Regulation of emotions
21,63±1,07
28,58±0,82
5,16
0,0001
Using emotions to solve problems
29,08±0,63
37,26±1,57
4,84
0,0001
In the group of juvenile convicts, the indicators
on the scale "Regulation of emotions" (21.63 ±
1.07) are probably lower compared to the group
of adolescents with normative behavior (28.58 ±
0.82), at t = 5.16, p ≤ 0.0001.
Also, in this group, probably lower than in the
second group, the indicators were on the scale
"The use of emotions in solving problems"
(29.08 ± 0.63 and 37.26 ± 1.57, t = 4.84, p ≤
0.0001).
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Thus, juvenile convicts are less successful in
regulating both their own and others' emotions,
they are less aware of changes in emotional states
and less effectively interpret the conditions that
lead to such changes; less flexible in changing
behavior to neutralize negative emotions; less
variable in the use of adequate situations of
strategies for regulating emotions and restraining
impulsive behavior; and less able to solve
problem situations using certain emotions
appropriate to the content of such a situation.
The subjects of both groups did not find
differences in the indicators on the scale
"Evaluation and expression of emotions", which
reflects the ability to identify emotions in their
verbal and nonverbal manifestations and the
ability to adequately express their emotions
according to their condition, needs, and content.
To study in detail the emotional intelligence of
juvenile convicts and juveniles with normative
behavior, we used the questionnaire K. Barchard,
which believes that emotional intelligence
contains both personal and cognitive
subcomponents. This determines the
multidimensionality of this psychological
phenomenon, which was taken into account by
the researcher in designing the appropriate
psychodiagnostic techniques.
The subcomponents of emotional intelligence of
juvenile convicts and juveniles with normative
behavior obtained in the study are given in Table
3.
Table 3.
Indicators of emotional intelligence of juvenile convicts and juveniles with normative behavior according
to the method of K. Barchard (M ± m). Own authorship.
Scales
1 group
2 group
t
p
Positive expressiveness
25,09±0,42
27,38±0,17
5,95
0,0001
expressivenessNegative
28,35±0,52
26,02±1,01
2,05
0,05
Attention to emotions
28,46±1,34
32,17±0,88
2,31
0,05
Making decisions based on emotions
26,92±0,26
23,64±0,53
5,56
0,0001
Empathy for joy
25,74±0,91
31,36±1,65
2,98
0,005
Empathy for misfortune
23,25±0,37
26,23±0,49
4,85
0,0001
Empathy
24,03±1,13
29,25±1,02
3,43
0,001
Positive expressiveness shows a significantly
higher expression in the group of juveniles with
normative behavior in comparison with juvenile
convicts (27.38 ± 0.17 and 25.09 ± 0.42, t = 5.95,
p ≤ 0.0001), who, together with this, show a
significantly greater tendency to show negative
expression (28.35 ± 0.52 and 26.02 ± 1.01, t =
2.05, p ≤ 0.05).
Thus, subjects with normative behavior show a
more pronounced tendency to nonverbally
express positive emotions, while juvenile
convicts, on the contrary, tend to nonverbally
express negative emotions.
In contrast to juvenile convicts (28.46 ± 1.34),
probably higher indicators were determined in
the group of juveniles with normative behavior
(32.17 ± 0.88) and on the scale "Attention to
emotions" (t = 2.32, p ≤ 0.05).
That is, the group with normative behavior is
more characterized by the ability to track
emotions – both their own and the experiences of
others, and the ability to be aware of them.
According to the scale "Decision-making based
on emotions" in the group of juvenile convicts
(26.92 ± 0.26) significantly higher indicators
were established in comparison with the group of
juveniles with normative behavior (23.64 ±
0.53), at t = 5.56, p ≤ 0.0001.
In addition, in contrast to respondents with
normative behavior, juvenile convicts recorded
significantly lower scores on the scales
"Empathy for Joy" (25.74 ± 0.91 and 31.36 ±
1.65, t = 2.98, p ≤ 0.005), “Empathy” (23.25 ±
0.37 and 26.23 ± 0.49, t = 4.85, p ≤ 0.0001),
“Empathy” (24.03 ± 1.13 and 29, 25 ± 1.02, t =
3.43, p ≤ 0.001).
The content of the differences allows us to say
that the representatives of this group have a
greater tendency to make plans and decisions
based on feelings, rather than based on logic.
In the presence of other people who rejoice or
have fun, they are less likely than juveniles with
normative behavior to experience similar
feelings, and the presence of grieving people
does not cause frustration, anxiety, or sympathy
for those who are suffering.
According to Saenko (2009, 2010), a negative
experience is valuable because only by
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overcoming difficulties, a person develops and
reaches true heights in understanding and
accepting himself and the world around him. Any
suffering ennobles, purifies the human soul; to
the sufferer, new aspects of the relationship open
up, one's own life and the lives of others are
interpreted differently. Through the experience
of loss comes an understanding of the value of
human relationships. Experiencing suffering and
grief is evidence of the ability to truly love and
feel.
Lusin (2006), starting from the existing foreign
concepts of emotional intelligence, offers his
model. He interprets emotional intelligence as
the ability to understand and control one's own
and others' emotions. According to Lusin (2006)
and colleagues, emotional intelligence has a dual
nature and is associated, on the one hand, with
cognitive abilities and, on the other hand, with
personal characteristics (Table 4).
Table 4.
The structure of the abilities that make up emotional intelligence (according to the concept of Lusin (2006))
Ability group
Abilities
Understanding
emotions
fact of the presence of emotional to recognize emotion, ie to establish the -
experience in yourself or another person;
identify the emotion, ie to establish what kind of emotion a person feels himself or -
another person, and find a verbal equivalent for it;
s emotion and the consequences it will lead understand the reasons that caused thi -
to;
Emotion
management
to control the intensity of emotions, first of all to suppress excessively strong -
emotions;
control the external expression of emotions; -
emotionif necessary, arbitrarily evoke this or that -
The ability to understand emotions is determined
by the fact that a person can recognize an
emotion, i.e. to establish the fact of the existence
of an emotional experience in himself or another
person; can identify the emotion, i.e. establish
what kind of emotion he or she is experiencing
and find a verbal equivalent for it; understands
the reasons that caused this emotion and the
consequences it will lead to.
The ability to control emotions is determined by
the fact that a person: can control the intensity of
emotions; can control the external expression of
emotions; may, if necessary, cause the
appearance of a particular emotion (Lusin &
Ushakov, 2004). The ability to understand and
manage emotions can be focused on both one's
own emotions and the emotions of others. Thus,
the author, following Gardner, speaks of
intrapersonal and interpersonal emotional
intelligence.
The author himself notes that his model of
emotional intelligence is preliminary and needs
empirical justification and clarification (Lusin,
2006).
We studied the features of interpersonal
intelligence and intrapersonal intelligence in
juvenile convicts and juveniles with normative
behavior.
The results of the study of the partial
characteristics of emotional intelligence by the
method of "EmIn" Lusin study groups are shown
in Table 5.
Table 5.
Indicators of partial characteristics of emotional intelligence of juvenile convicts and juveniles with
normative behavior according to the method of "EmIn" (M ± m). Own authorship.
Scales
1 group
2 group
t
p
Understanding other people's
emotions
21,24 ± 1,44
27,01 ± 1,27
3,01
0,003
Managing other people's
emotions
21,30±1,18
24,73±1,21
2,03
0,04
Understanding your own
emotions
23,19±1,76
25,17±1,09
0.96
-
Manage your own emotions
18,06±1,39
22,51±0,96
3,23
0,001
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Expression control
14,52±1,01
16,93±0,63
2.02
0,04
It was found that juvenile convicts differ from
juveniles with normative behavior by
significantly lower indicators on the subscale
"Understanding other people's emotions" (21.24
± 1.44 and 27.01 ± 1.27, respectively, at t = 3.01,
p ≤ 0.003), but on the subscale "Understanding
their own emotions" do not show differences in
performance compared to the second group.
Concerning the subscales "Management of other
people's emotions" and "Management of own
emotions", juvenile convicts, in contrast to
juveniles with normative behavior, show
significantly lower scores on both scales (21.30
± 1.18 and 24.73 ± 1.21, at t = 2.03, p ≤ 0.04 and
18.06 ± 1.39 and 22.51 ± 0.96, at t = 3.23, p ≤
0.001).
Probably lower indicators, compared to the
normative group, were found in the group of
juvenile convicts also on the subscale
"Expression Control" (14.55 ± 1.01 and 16.93 ±
0.63), at t = 2.02, p ≤ 0.04.
Thus, juvenile convicts have a less perfect
ability, intuitively or based on external signs of
emotions of others, to understand their emotional
states; arouse various emotions in them, and
neutralize unwanted experiences.
These subjects manage their own experiences
less successfully, consider it less important to
control their own emotions and their expressive
manifestations, to evoke emotions that are
subjectively or objectively desirable, as well as
to suppress unwanted emotional states and
censor the external manifestation of their
experiences.
The subjects of both groups show similarities in
the ability to understand their own emotions, the
ability to understand and determine them, to find
out the source of their origin, and to provide
verbal definitions of their emotional experiences.
The results obtained on the general scales of
emotional intelligence in the group of juvenile
convicts and juveniles with normative behavior
are given in Table 6.
Table 6.
Indicators of emotional intelligence of minors convicts and juveniles with normative behavior according to
the general scales of the method "EmIn" (M ± m). Own authorship.
Scales
1 group
2 group
t
p
Interpersonal emotional intelligence
42,54±2,62
51,74±2,48
2,55
0,01
Intrapersonal emotional intelligence
55,77±4,16
64,61±2,68
1,79
-
Understanding emotions
44,43±3,20
52,18±2,36
1.95
-
Emotion management
53,88±3,58
64,17±2,80
2,26
0,02
It was found that on the scales “Interpersonal
Emotional Intelligence” and “Emotion
Management” the indicators in the group of
subjects with normative behavior (51.74 ± 2.48
and 64.17 ± 2.80) probably exceed the indicators
on the specified scales in juvenile convicts (42.54
± 2.62 and 53.88 ± 3.58), at t = 2.55, p ≤ 0.01 and
t = 2.26, p ≤ 0.02, respectively.
That is, in contrast to the normative group,
juvenile convicts show less awareness of the
emotional state of others, lack of understanding,
and less ability to cause certain emotions in
partners in interpersonal communication, as well
as to transform their own feelings and emotions.
According to the method of EQ-i of Bar-On, the
specifics of the main competencies of emotional
intelligence in the studied groups were
determined (Table 2.8).
Bar-On, proposing the term "emotional factor",
defines emotional intelligence as an interest in
understanding oneself and others, in
relationships with people, as well as in adapting
to the immediate environment to more
successfully combat environmental demands
(Bar-On, 2007; 2010).
The model proposed by Bar-On combines
knowledge and skills that are defined as mental
abilities (i.e. the ability to solve problems) and
those that can be described as personal qualities
(optimism). This combination forms a mixed
model.
We also draw attention to the fact that the
conditions of stay of adolescents in the
institutions of the state penitentiary service
contribute to the exacerbation of aggressive
behavior. Several teenagers live in one room at a
time, which exacerbates the issue of personal
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space. Staying in populated areas increases
irritability, hostility, isolation, and negativity
(Abrikosova, Aleksandrovskaya, Kudinova &
Irgit, 2019).
Given the above indicators, we emphasize that
crime and the offender are a dialectical unity. The
crime before incarnation in a socially dangerous
act goes through a stage of deep psychological
maturation. And decision-making, performing
certain operations, realizing personal tasks and
goals are closely related to feelings and
emotions. This necessitates the allocation of a
special kind of intelligence - "emotional
intelligence". The results of the empirical study
show the specifics of the emotional intelligence
of male juvenile convicts, and a comparative
analysis with adolescents of normative behavior
shows a low level of emotional competence of
convicted adolescents and the relationship
between the causes of crime and emotional
competence.
The obtained research results have a significant
practical purpose. They can be used:
− for in-depth analysis of problems related to
the psychological factors of committing
illegal acts, with the psychological
characteristics of male juvenile convicts.
− to create guidelines for teachers of schools,
other educational institutions, psychologists
to increase their knowledge about the need
to teach children to recognize their own
emotions, especially destructive
(aggression, anxiety, anger), and manage
them.
− for the development and implementation of
measures for psychological support,
correction of illegal behavior, and
development of emotional competence of
juvenile convicts in the bodies and
institutions of the State Penitentiary Service.
Conclusions
1. Emotional intelligence is a multicomponent
phenomenon of human essence. This term
was introduced by Meyer and Nightingale,
who defined it as “the ability to perceive
emotions, integrate emotions to facilitate
thought, understand emotions, and regulate
emotions to promote personal growth. Lucin
interprets the concept of "emotional
intelligence" as the ability to understand and
manage emotions, the ability to interpret the
nature of their own and others' emotional
experiences, understand the true causes of
emotions and predict the consequences that
emotions can lead to. The study of the
concept of emotional intelligence is an
urgent task, the development of methods and
ways to increase emotional competence is a
priority of modern psychology.
2. According to neurobiologists, juvenile
offenders form deep psychological aspects.
According to the results of our study,
obtained using popular psychological
techniques (MSCEIT, SREIT, questionnaire
K. Barchard, EmIn, EQ-i questionnaire
Ruven Bar-On), it was concluded that
juvenile convicts are characterized by the
less pronounced ability to self-
understanding and self-management; have
less perfect skills of interaction with others
and the ability to master stressful
experiences, inhibit impulsive reactions; act
variably according to the situation; less
flexible and realistic in solving problem
situations; less positive in the perception of
life; less satisfied with it.
3. The lower level of emotional competence of
juvenile offenders compared to adolescents
of normative behavior revealed in the course
of research allows confirming the hypothesis
of the interrelation of emotional intelligence
of the teenager and his ability to illegal
activity. Given this relationship and the
importance of enhancing an individual's
emotional competence, juvenile
delinquency prevention will be more
productive, juvenile re-education methods
will be more effective, and the overall
concept of optimizing human relations will
be higher. The development and
implementation of measures to develop the
emotional intelligence of adolescents is an
essential tool for solving many social
problems.
4. The presented results of the research should
be used by the employees of the state
penitentiary service for psychological and
pedagogical support of male juvenile
convicts for the convicts to acquire skills of
emotional competence and successful
socialization in the future.
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