Enhancing Emotional Intelligence and Compassion in Middle School Students Through Verbal and Non-Verbal Interventions

Abstract

This study examined the effect of verbal and non-verbal intervention strategies on emotional intelligence and compassion among 100 middle-school students aged 11–13 years. A single-group pretest–posttest follow-up design was used, with assessments conducted before the intervention, immediately after a oneweek intervention, and two weeks later. Emotional intelligence and compassion were assessed using the Wong and Law Emotional Intelligence Scale and New Compassion Scale, respectively. Repeated measures ANOVA showed significant changes across time in several dimensions of emotional intelligence and compassion. Total emotional intelligence increased from M = 80.26 at pre-intervention to M = 88.56 post-intervention, while total compassion increased from M = 70.17 to M = 75.84. However, scores declined at follow-up. The findings suggest that brief verbal and non-verbal interventions may produce short-term improvements in emotional intelligence and compassion, while continued reinforcement may be required to maintain these gains. Keywords: Emotional intelligence, compassion, middle-school students, intervention, emotional regulation, socio-emotional development