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Bullying is a problem within the school context and with important consequences for the victim. The scientific literature has shown that emotional intelligence (EI) enhances the role of cohabitation within the school context. This systematic review aims to analyze the evidence of the role of EI in bullying. Results show greater levels of emotional perception in students involved in bullying and lower levels of emotional understanding and regulation compared to students not involved in these behaviors. In addition, gender differences in their levels of EI were found among students involved in bullying. The results reveal the importance of designing and implementing programs of EI in the school context as prevention and action against bullying. [ABSTRACT FROM AUTHOR]

The present study explored the mediating role of cognitive and affective components of empathy in the relationship between happiness and positive and negative affect in adolescents with Asperger Syndrome (AS) and their non-AS peers. For that purpose, we measured empathy, subjective happiness, and affect experienced by a group of 42 adolescents with AS compared to 44 of their non-AS peers. Adolescents in both groups were matched on age, sex, and IQ, and were administered a battery of measures assessing their self-reports of empathy, perspective-taking, subjective happiness, and positive and negative affect. Findings revealed that adolescents with AS, in contrast to their peers without AS, reported less subjective happiness, less positive affect, and lower affective balance. No differences were found between the two groups on negative affect. A mediating role of both cognitive and affective components of empathy was found between happiness, positive affect, and affective balance experienced in relation to AS. Theoretical and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

The Eyes Test-Child version (Baron-Cohen, Wheelwright, Spong, Scahill, & Lawson, 2001) is a test that measures advanced theory of mind (ToM) skills through an emotional recognition task. The test was designed for the diagnosis of emotional recognition and mentalization, and it has been widely used across different cultures as a tool for the diagnosis of disorders associated with a deficit in ToM skills, such as autism spectrum disorders, schizophrenia or behavioral disorders. This study reports the preliminary validation of the Spanish "Eyes Test-Child Version" in an adolescent nonclinical population. We examined distribution of response, item difficulty, and scores on the Spanish version with a sample of 354 adolescents aged 14 to 16 years. Additionally, we analyzed whether the right responses were associated with age and gender. Results showed that distribution of response, item difficulty, and scores on the Spanish sample coincided with the original version. Eyes Test scores were not related to the age of adolescents. Females scored higher than males, which replicates earlier studies. [ABSTRACT FROM AUTHOR]