Emotional Intelligence And Mental Health Promotion In Uruguayan Adolescents: Preliminary Findings From The “Ni Silencio Ni Tabú” Program

Leonel Pinazzo Perez

University of the Republic, Uruguay

Biography :

Leonel Pinazzo Perez, is a re­searcher and academic profes­sional from Uruguay, affiliated with the Universidad de la Re­publica (UdelaR). He is actively engaged in advancing knowl­edge and contributing to aca­demic and scientific communities through his work and collabora­tions.

Abstract :

Background: Adolescence is a critical developmental stage marked by heightened emotional reactivity and vulnerabil­ity to mental health problems such as depression, anxiety, and stress. In Uruguay, national surveys have reported a worrying prevalence of internalizing symptoms among ad­olescents, especially in female students. Despite the growing need, systematic evaluations of school-based mental health interventions remain scarce in this context.

Objective: This study aims to evaluate the impact of the na­tionwide “Ni Silencio Ni Tabú” workshops on emotional intelli­gence (EI) and mental health indicators (depression, anxiety, stress) in adolescents aged 16–18.

Methods: A quasi-experimental design was applied with two groups: students who had already participated in the work­shops (experimental group) and those who had not (control group). Instruments included the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) and the Depression Anx­iety Stress Scale–21 (DASS-21). Baseline assessments were conducted in both groups, followed by a second round of data collection after the intervention was implemented in the control group. Comparisons were made across gender and socioeconomic strata (school quintiles).

Preliminary Results: Initial analyses suggest that workshop participation is associated with higher scores in interperson­al and stress-management dimensions of EI, along with low­er self-reported stress and anxiety. Gender differences were observed, with female students showing greater improve­ments in intrapersonal EI after intervention. Further multivar­iate analyses (ANOVA, MANOVA) are ongoing.

Conclusions: Findings support the effectiveness of commu­nity-based, school-embedded mental health workshops in enhancing EI and reducing psychological distress among adolescents. These results highlight the value of preventive, scalable interventions in middle-income countries and un­derline the importance of integrating positive psychology frameworks into national youth policies.