[Evaluation of Digital and Systemic Short Interventions to Enhance Emotional Competence: A Pilot Feasibility Study].

OBJECTIVE

The present pilot feasibility study aimed to evaluate newly developed digital brief interventions designed to enhance emotional competence (EC) across different target groups (parents, romantic partners, small groups). The approach differs from traditional psychoeducation by combining behavior-activating elements with the involvement of close relational partners.

METHODS

Four groups were compared: (1) an intervention group (IG, n=18) completing two units from different target groups; (2) an active control group (CGa, n=18) receiving psychoeducational videos without active practice elements; (3) a second intervention group (SPEA, n=15) completing two exercises from a single target group; and (4) a passive control group (CGp, n=31) receiving no intervention. EC was assessed via self-report (EKF short scales, 16 items) at four measurement points over a period of three to four months. In addition, recruitment, attrition, and feasibility were examined descriptively as exploratory feasibility indicators.

RESULTS

Compared to the active control group, the intervention group showed higher EC scores at the third measurement point (d=0.91-1.49). Cross-target exercises also proved more effective than target-specific ones (d=0.37-0.95). However, effects diminished at follow-up. Participation and completion rates suggested that the digital format was feasible in this pilot setting.

DISCUSSION: As pilot findings, the results suggest that activating digital brief interventions with a systemic focus may outperform passive knowledge delivery. Nevertheless, the large effects should be interpreted with caution due to small sample sizes, baseline differences, and reliance on self-report measures.

CONCLUSION

Digital, systemically oriented brief interventions show promising initial evidence as a low-threshold complement to in-person trainings and pure psychoeducation. Further randomized studies with larger samples and multimethod assessment are needed to replicate the findings and evaluate their utility for clinical practice and prevention.