Emotional Intelligence-Based Interventions in Individuals with ADHD: Systematic Review.

Area of Science:

• Neurodevelopmental disorders
• Psychology
• Emotional intelligence research

Background:

• Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder marked by inattention, hyperactivity, and impulsivity.
• Difficulties in emotional regulation are common in ADHD and are increasingly linked to emotional intelligence (EI).

Purpose of the Study:

• To systematically review and analyze the effectiveness of interventions designed to enhance EI in individuals diagnosed with ADHD.
• To characterize these EI development interventions for ADHD populations.

Main Methods:

• A comprehensive systematic review following PRISMA 2020 guidelines.
• Searches across major scientific databases including Web of Science, Scopus, PubMed, Dialnet, ERIC, and SpringerLink.
• Selection of 31 studies after applying rigorous inclusion/exclusion criteria and quality assessment.

Main Results:

• Individuals with ADHD exhibit lower EI than typically developing peers, particularly in emotional regulation, stress management, adaptability, and interpersonal skills.
• Emotional training interventions led to improvements in emotional competencies, self-control, ADHD symptoms, and social functioning.
• Effectiveness varied based on age, ADHD subtype, comorbidities, informant type, and assessment tools, indicating significant heterogeneity.

Conclusions:

• Enhancing EI is a valuable complementary strategy for improving emotional and social adaptation in individuals with ADHD.
• Future research should prioritize longitudinal studies and personalized interventions tailored to specific ADHD characteristics.