Emotional Intelligence and Values: A Comparative Study among Children with and without Engagement in Expressive Arts

Description

Page: 19-23

Cliszma Aniuska Da Costa¹ and Tanya Keni²
(Parvatibai Chowgule College of Arts and Science (Autonomous)¹ and Bremen International Graduate School of Social Sciences, University of Bremen, Bremen, Germany²)

Emotional Intelligence (EI) and Values are two of the core constructs that propose differences in the way people meet, experience, and respond to emotional situations. This study tries to understand if engagement in Expressive Arts can positively influence EI and Values among children. Expressive Arts is the practice of using imagery, storytelling, dance/movement, music, drama, poetry, dream work, and visual arts to foster human growth, development, and healing. A total of 335 children who engage in one or different forms of expressive arts and a control group of 282 children, who do not engage, from 8 to 12 years of age. Were administered the child versions of the Portrait Value Questionnaire-21 and the Trait Emotional Intelligence Questionnaire-Child Short Form. The sample of 617 children (267 boys & 350 girls) was collected employing convenience sampling. Data was analyzed using t-test, correlation, and regression. Results revealed significantly higher scores on EI and Values among children engaging in expressive arts compared to those who don’t and are further predicted by gender and age. These findings serve as a guide to encourage expressive arts interventions to increase EI and Values among children and further imply integrating expressive arts techniques in counseling practices.