Emotional intelligence in the addiction treatment process

This is the importance of emotional development in the process of addiction treatment.

As numerous scientific studies have shown, there is no direct relationship between IQ and success in life. High rational faculties do not equate to complete human development, nor do they guarantee a satisfactory life trajectory.

In fact, there are professionally successful people who turn out to be a mess when it comes to managing their emotional life. Moreover, Goleman (1998) states that the level of emotional intelligence may be more decisive than the level of IQ, as it determines the degree of skill we will achieve in all our other faculties.

We point to Gardner's multiple intelligences and to the capacity that the educational system should have, among others, to promote, in addition to the development of academic intelligence, other intelligences of a more personal nature, such as emotional intelligence.

Although there are multiple theoretical models that cover the construct of emotional intelligence, in this article it is presented in accordance with the initial approach of Salovey and Mayer (1990): it is the ability to recognize, differentiate and appropriately manage one's own and other people's emotions.. The set of emotional competencies into which emotional intelligence is decomposed varies according to the theoretical approach. We take as a reference that of Bisquerra and Pérez (2007), which identifies nine: emotional awareness, emotional regulation, empathy, emotional communication, self-efficacy, autonomy, prosocial behavior, assertiveness and optimism.

The development of all these competencies is a sine quan on condition for personal and social well-being and, consequently, for a more satisfactory life.

The relationship between addictions and emotional intelligence.

Researchers Kun and Demetrovics (2010) conducted a systematic review to investigate the relationship between emotional intelligence and addictions. After analyzing nearly 36 studies they concluded that two EI competencies, emotion decoding and differentiation and emotion regulation, play a key role with respect to addiction.have a key role with respect to substance use and addictions. Also poor mood regulation. Along the same lines, Orlando et.al. (2001) state that substance use is enhanced when the user is unable to cope with unpleasant emotional experiences and turns to substance use as a form of escape.

Our socio-educational and psychological experience in the therapeutic community Llaurant La Llum, coincides empirically with the findings of the previous scientific references. With regard to emotional management skills, in general terms, the community users present difficulties in identifying, regulating and expressing their emotions. In addition, they require emotional re-education, as they associate emotions with displeasure and lack of control..

They move between emotional overreaction, overestimating their emotions and emotional anesthesia, which they achieve through consumption or toxic activity. They find it difficult to make an emotional repair and therefore have difficulties to produce changes in their mood.

Regarding other emotional components such as self-concept, self-esteem and self-image, they generally present a distortion. These three components are affected by a negative self-image, based more on their failures than on their successes, as well as on actions they performed in the past motivated by their addiction and which they regret.

This sometimes leads to a constant search for approval from others, hypersensitivity to how others see them and a desire to please. It is necessary to promote a process of self-knowledge focused on resources, strengths and therefore in the development of a healthy self-esteem..

Their self-efficacy is also affected, i.e. the capacity they believe they have to achieve the results they desire. Relapses affect this component, with the user being immersed in a process of starting over, feeling of failure and low personal expectations. In relation to this, the self-motivation component is also affected, since the impulsivity that characterizes addictive behavior means that they need to see immediate results from their actions.

The work here consists of learning to set short, medium and long term goals and being able to generate resources to maintain motivation. Also, the motivation to change is sometimes extrinsic and it is necessary to lead the user towards intrinsic motivation.

Keys to intervention

In the same way that the socio-educational area intervenes in the change of habits, the establishment of a new social network or the improvement of family relationships, it is evident the need to intervene on the emotional dimension.

This intervention should be structured around the issues mentioned in the previous section, some of which have already been mentioned. First of all, it is convenient that the user understands the functionality of emotions and becomes aware that he/she has the capacity to manage them, even if this entails an effort.even if this requires effort and time. It is necessary that he learns to manage unpleasant emotional states, as well as to find non-toxic ways of gratifying himself in the face of pleasant emotional states.

One of the keys of the intervention in the emotional dimension must be to encourage introspection processes with the aim of the user to grow emotionally. It is about opening spaces to get to know oneself, accept oneself and define those personal characteristics that are susceptible to improvement and that are directly related to addictive behavior, together with other variables.

A concrete example could be to develop the ability to say no to situations that the user does not want to do.. This implies that he/she acquires greater self-confidence and unconditional self-esteem, as he/she feels responsible for his/her decisions and does not perform actions that he/she does not want to do or that may even harm him/her.

On the other hand, it is appropriate for him to develop the ability to set goals according to the stage he is in and, therefore, from what he is able to give. In this way, short-term goals are established that progressively lead to personal evolution and improvement.

Conclusions

Every person should develop his or her emotional intelligence in order to achieve a satisfactory life trajectory. However, as far as we are concerned, it is evident that there is a need for the need for intervention in the emotional area of users undergoing treatment for addictive behavioral detoxification. This article presents a battery of socioemotional needs for intervention and various approaches to work on them.

Professional help for addiction treatment

If you need professional help, either for yourself or for a family member or close friend, you can contact Llaurant La Llum. Our multidisciplinary team will advise and help you to overcome any type of addiction. Whether you need outpatient treatment or admission to a residential center, our team of specialists in addictive behaviors will help you overcome your problem. You can see all our contact information on this page.

Bibliographic references:

• Orlando M, Ellickson PL, Jinnett K. The temporal relationship between emotional distress and cigarette Smoking during adolescence and young adulthood. J Consult Clin Psychol 2001; 69: 959-70.
• Goleman, D. (1996). The practice of emotional intelligence. Barcelona: Kairós