The Effectiveness of Teaching Emotional Intelligence on Loneliness and Resilience and Mental Health in addicts Addicts

Addiction is one of the health and social problems of this century. Addiction is the most crucial intellectual concern and one of the worst social harm. Addiction not only results in severe physical and mental damage to the individual but also numerous social harm, such as divorce, delinquency and unemployment. Addiction is a biological, psychological and social disease. Various factors are useful in the etiology of addiction that would in interaction with others lead to the beginning of drug abuse and then addiction. Effective factors on the person, environmental factors and social factors as underlying factors result in the process of prevention, diagnosis, and treatment to be planned purposefully. Today one of the personal, social and health problems that endanger human and national resources in different countries is the addiction. Also, emotional intelligence is a subject that tries to explain and interpret the status of human emotions, feelings and abilities. Emotional intelligence has been defined as the ability to understand the emotions to evaluate one's thoughts and moods and regulate them in a way that promotes rational and emotional development. The concept of emotional intelligence provides a new depth to human intelligence. This is the intelligence of tactical ability (individual performance), whereas cognitive intelligence is a strategic capability (long-term capability); Therefore the current research aimed to investigate the effectiveness of emotional intelligence training on loneliness and resilience and mental health in addicts. This study is semi-experimental with pre-test and post-test. The study population consisted of 100 addicted people referring to Drug Treatment Methadone Therapy Center (Nikoosalamat) in the city of Ghorve in 2014. A sample size of 24 people was selected by the sampling method in access, and placed in two experimental (n=12) and control groups (n=12) randomly. An experimental group received nine under 9 Session 90-minute of emotional intelligence training, but the control group received no intervention. By 20 questions Loneliness Scale (UCLA), and 25 questions Conner-Davidson Resilience Scale (CD-RISC), and General Health Questioner (GHQ-28) data collected. Descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) were used to analyze the data. The results showed that the mean resilience in the post-tests in the experimental group was significantly higher than that control group, and loneliness and mental health in the post-test scores of the experimental group significantly lower than the control group post-test scores (p<0.001). Shapiro-Wilkes' test was used to determine the normal distribution of the distribution. Results showed that the distribution was normal (p<0.05). Regarding the presuppositions, a multivariate analysis of covariance performed that the results showed significant significance (effect=0.96, p<0.015). It can be concluded that teaching emotional intelligence is effective in loneliness and resilience and mental health in addicts. In other words, emotional intelligence training has been able to reduce the feeling of loneliness and mental health in the experimental group and increase the resilience score in the experimental group, and Intelligence-emotional training has been effective in all three variables. In general, emotional intelligence education, by identifying, controlling and managing the positive and negative emotions of the individual in oneself and others, provides a context for drug prevention, addiction, and reduces the readiness of people to be addicted.