Social Intelligence Deficits and Aggression in Children in Conflict with the Law: A Comparative Study with Typically Developing Adolescents

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SI was assessed using the Social Intelligence Scale (SIS), while behavioural problems were measured with the Child Behaviour Checklist (CBCL). Aggression was evaluated using the Reactive-Proactive Aggression Questionnaire (RPAQ). Results showed that CCL had significantly lower SI scores across all domains, including social insight, cooperativeness, and sensitivity (p < 0.001). These deficits were linked to increased social problems and both reactive and proactive aggression. The study highlights the role of SI in delinquency and suggests that interventions targeting empathy, social skills, and relationships may improve rehabilitation outcomes. Social Intelligence Children in Conflict with the Law (CCL) Typically Developing Adolescents (TDA) Delinquency Aggression Juvenile Rehabilitation Introduction Children in Conflict with the Law (CCL) represent a significant portion of the global juvenile justice system. These children are typically involved in criminal activities, often due to a complex interplay of socio-environmental factors, cognitive impairments, and Behavioural issues. Studies have shown that delinquent Behaviours in adolescents is closely linked to deficits in social, emotional, and cognitive domains (Pardini & Fite, 2019 ). One domain that has gained considerable attention in recent research is social intelligence , a construct that encapsulates an individual’s ability to effectively navigate social interactions, understand others' emotions, and behave appropriately in social settings. According to Thorndike ( 1920 ), social intelligence is a key aspect of human Behaviours that involves “the ability to act wisely in human relations.” This construct is critical for children and adolescents as they learn to form relationships, empathize with others, and behave in ways that conform to social norms. Deficits in social intelligence, particularly in areas such as empathy and social skills, are associated with antisocial behaviours and an increased likelihood of involvement in criminal activities (Cooke & Michie, 2018 ). These impairments hinder the ability of CCL to understand social cues, regulate emotions, and form positive relationships, which are essential for adapting to societal rules and expectations. Social Intelligence and Its Role in Delinquency Social intelligence has been described as the capacity to understand and manage interpersonal relationships effectively. It encompasses several dimensions, including social awareness , social skills , and empathy (Goleman, 2006 ). Social awareness refers to the ability to recognize and interpret social cues in various contexts, while empathy reflects an individual's capacity to understand and share the feelings of others. Social skills involve the ability to engage positively in social interactions, such as initiating conversations, resolving conflicts, and building relationships. These components are critical for normal social functioning and play a pivotal role in preventing antisocial behaviours (Bar-On, 2006 ). In the context of juvenile delinquency, deficits in social intelligence have been found to be strong predictors of aggressive and rule-breaking Behaviour (Pardini & Fite, 2019 ). Adolescents with lower social intelligence may struggle to navigate complex social situations, leading to frustration, miscommunication, and poor conflict resolution. These difficulties may manifest as externalizing Behaviour, such as aggression and defiance, which are common among CCL. Cooke and Michie ( 2018 ) highlighted that deficits in empathy are particularly detrimental, as they limit an adolescent’s ability to understand the consequences of their actions on others, often leading to callous and unemotional traits that exacerbate delinquent Behaviours. Children in Conflict with the Law (CCL) Children in Conflict with the Law (CCL) typically exhibit a range of emotional and behavioural issues that contribute to their involvement in criminal activities. Given that boys constitute a significant majority of juveniles in conflict with the law, this study focuses on male adolescents to better understand the gender-specific dynamics of social intelligence deficits and delinquency. Studies have shown that CCL often come from disadvantaged backgrounds, characterized by family dysfunction, exposure to violence, and socio-economic instability (Moffitt, 1993 ).These environmental stressors may impair cognitive and social development, increasing the likelihood of delinquency. Moreover, CCL are more likely to exhibit callous-unemotional traits , which are associated with reduced empathy, poor emotional regulation, and a tendency to engage in manipulative or antisocial Behaviour (Frick et al., 2014 ). The presence of such traits, combined with deficits in social intelligence, can exacerbate the difficulties CCL face in forming positive relationships and conforming to societal rules. Pardini and Fite ( 2019 ) found that adolescents with lower empathy were more prone to engaging in proactive aggression—deliberate, goal-oriented aggressive Behaviours often aimed at achieving personal gains. These findings suggest that deficits in social intelligence, particularly in the domains of empathy and social skills, are closely associated with delinquent behaviours observed among CCL. Typically Developing Adolescents (TDA) Typically Developing Adolescents (TDA) are included as a comparative group to highlight the specific deficits in social intelligence unique to CCL. By examining differences between these groups, the study aims to identify patterns that may inform targeted interventions. In contrast to CCL, Typically Developing Adolescents (TDA) tend to display healthier social and cognitive functioning. These adolescents are more likely to exhibit higher levels of social intelligence, which enables them to navigate interpersonal relationships successfully, regulate their emotions, and resolve conflicts constructively (Goleman, 2006 ). Social intelligence in TDA has been shown to play a protective role against the development of delinquent Behaviour. Adolescents with higher social intelligence are better equipped to manage peer pressure, understand the consequences of their actions, and engage in pro-social Behaviour (Bar-On, 2006 ). These individuals are less likely to exhibit externalizing Behaviour, such as aggression and defiance, and are more adept at adhering to social norms and rules. The Role of Social Intelligence in Juvenile Delinquency Despite extensive research on cognitive and emotional deficits in CCL, less attention has been given to how social intelligence contributes to delinquent Behaviour. Social intelligence, particularly in terms of social skills and empathy, is essential for forming and maintaining positive social relationships (Goleman, 2006 ). Deficits in these areas may lead to social isolation, frustration, and ultimately, engagement in antisocial Behaviour. A recent study by Pardini and Fite ( 2019 ) revealed that lower levels of social intelligence are associated with higher levels of proactive and reactive aggression in adolescents. Reactive aggression, characterized by impulsive, emotion-driven responses to perceived threats, is more common among CCL and is often exacerbated by poor social intelligence. Conversely, proactive aggression—deliberate, goal-directed Behaviours—has been linked to deficits in empathy and social awareness. These Behaviour are particularly concerning in CCL, as they increase the likelihood of repeated conflicts with peers and authority figures, contributing to persistent delinquency. Building on this theoretical framework, the current study aims to investigate the association between social intelligence deficits and delinquent behaviours in Children in Conflict with the Law (CCL) as compared to Typically Developing Adolescents (TDA). By identifying specific deficits in social intelligence, the study seeks to provide insights into potential interventions for juvenile rehabilitation. Objectives of the Study Given the critical role of social intelligence in shaping social Behaviours, this study seeks to explore the differences in social intelligence between CCL and TDA. The main objectives of the study are as follows: To assess and compare the social intelligence profiles of CCL and TDA using the Social Intelligence Scale (SIS) . To investigate how specific components of social intelligence—social awareness, empathy, and social skills—relate to delinquent Behaviour in CCL. To provide insights into how social intelligence deficits can inform rehabilitation programs for CCL, aiming to reduce recidivism and promote positive social behaviours. Hypotheses CCL will exhibit significantly lower scores in social intelligence compared to TDA. Deficits in social intelligence, particularly in the domains of social skills and empathy, are associated with higher levels of delinquent Behaviours among CCL. Significance of the Study This study aims to contribute to the understanding of the role of social intelligence in juvenile delinquency. By identifying specific social intelligence deficits in CCL, the research provides valuable insights into the design of targeted interventions for this at-risk population. While exploratory in nature, the study emphasizes the potential of enhancing social intelligence to reduce recidivism rates and improve the social functioning of CCL, ultimately contributing to better reintegration outcomes Methodology Research Design This study employed a comparative cross-sectional design to investigate the differences in social intelligence between Children in Conflict with the Law (CCL) and Typically Developing Adolescents (TDA). The primary aim was to assess the social intelligence deficits in CCL and explore associations between these deficits and delinquent behaviour. A combination of psychometric assessments and behavioural checklists was used to measure various components of social intelligence and behavioural tendencies in both groups. Participants The participants were selected using a purposive sampling method to ensure representation of CCL with documented legal conflicts and TDA with no criminal records. While this method provides targeted insights, the findings may not generalize to broader populations. The study sample comprised 143 participants : Group 1: CCL (n = 68) : These adolescents, aged 15 to 18years, were selected from juvenile detention centres. All participants had been involved in legal conflicts due to various delinquent behaviours. Group 2: TDA (n = 75) : These participants, aged 15 to 18 years, were typically developing adolescents, with no history of delinquent behaviour. They were recruited from local schools and community centres. This study focused exclusively on male participants, as boys constitute a significant majority of juveniles in conflict with the law, thereby representing a critical demographic for understanding delinquency. The inclusion criteria for the study were as follows: CCL (Conflict with Law) group : Adolescents with documented legal conflicts who did not have intellectual disabilities or severe psychiatric disorders that could affect the assessments. TDA (Typical Developmental Adolescents) group : Adolescents with no history of criminal involvement or intellectual disabilities. Participants from both groups were given Cattell’s Culture Fair Intelligence Test . Only those with an IQ above 90 were selected for the study. Informed consent was obtained from all participants and their guardians. The study was conducted in accordance with the ethical guidelines of the institutional review board (IRB). Additionally, approval was granted by the Directorate of Women & Child Welfare Department and the Bruhat Bengaluru Mahanagara Palike (Education Department) Karnataka,India. 3.3 Instruments The study utilized a variety of standardized instruments to assess social intelligence and behavioural problems in both groups mentioned in the Table 1 below. Table 1 Instruments Used to Assess Social Intelligence and Behavioural Problems Instrument Description Subscales/Dimensions Measurement Focus Social Intelligence Scale (SIS) Developed by Dr. N.K. Chadha and Ms. Usha Ganesan, the SIS evaluates various dimensions of social intelligence. SIS-P (Patience) Ability to endure challenging social interactions with self-control and understanding. SIS-COP (Cooperativeness) Willingness to work collaboratively, demonstrating respect and understanding of others. SIS-C (Confidence Level) Confidence in engaging effectively in social interactions; assertiveness and self-assurance. SIS-S (Sensitivity) Awareness and responsiveness to others' emotions and needs. SIS-RSE (Recognition of Social Environment) Ability to assess and understand social dynamics and contextual norms. SIS-T (Tactfulness) Skill in communicating sensitive information without causing offense. SIS-SoH (Sense of Humor) Ability to express and appreciate humor appropriately in social contexts. SIS-M (Memory) Capacity to recall social details such as names, events, and past conversations. SIS-Total Composite score that reflects overall social intelligence across all subscales. Child Behaviour Checklist (CBCL) Developed by Thomas M. Achenbach, assesses behavioural problems, with a focus on interpersonal difficulties and aggression. CBCL-SP (Social Problems) Difficulties in interpersonal relationships, rule-breaking behaviours, and aggression. Reactive-Proactive Aggression Questionnaire (RPAQ) Developed by Dodge, Coie, and Lynam it measures reactive (emotion-driven) and proactive (goal-directed) aggression. Reactive Aggression Emotion-driven aggression, often arising from frustration or provocation. Proactive Aggression Goal-directed aggression, often planned and intentional. Procedure Data collection was conducted in two stages. First, the participants completed the Social Intelligence Scale (SIS), which was administered individually to avoid bias or peer influence. The SIS administration took approximately 30–45 minutes per participant. Following the SIS assessment, the participants completed the Child Behaviour Checklist (CBCL) and the Reactive-Proactive Aggression Questionnaire (RPAQ) under the supervision of trained researchers. While the study relied on self-reported data, trained researchers ensured that participants understood the questions to reduce misinterpretation. The use of independent assessors blinded to group membership further minimized potential biases. Statistical Analysis Preliminary analysis using the Shapiro-Wilk test indicated significant deviations from normality in the data, necessitating the use of the non-parametric Mann-Whitney U Test for group comparisons. Mann-Whitney U Test : Given the lack of normality, the Mann-Whitney U test was employed to compare the social intelligence scores between CCL and TDA across the various subscales of the SIS. Significance Levels : Results were considered significant at p < .05. Levels of significance were further categorized into p < .01 (highly significant) and p < .001 (extremely significant). The effect size was also calculated to determine the magnitude of differences between the two groups. Data analysis was conducted using JAMOVI . Instruments in Detail Social Intelligence Scale (SIS) : The SIS has been widely validated in adolescent populations and demonstrates strong internal consistency (Cronbach’s alpha = 0.82). It was chosen for its ability to provide a comprehensive assessment of social intelligence dimensions, critical to comparing CCL and TDA. Child Behaviour Checklist (CBCL) : The CBCL has been validated for use across diverse cultural contexts and reliably assesses behavioural and emotional problems in children (Achenbach, 2001 ). Its focus on social problems and rule-breaking behaviours directly aligns with the study’s aim of exploring associations with delinquency. Reactive-Proactive Aggression Questionnaire (RPAQ) : The RPAQ, with strong psychometric properties (Cronbach’s alpha = 0.85), differentiates between reactive and proactive aggression , offering nuanced insights into aggression patterns among CCL Ethical Considerations This study was approved by the institutional review board (IRB) of the research institution. Informed consent was obtained from all participants and their legal guardians prior to data collection. Participants were assured of confidentiality and the right to withdraw from the study at any time without penalty. All assessments were conducted in settings that ensured the privacy and comfort of the participants. No identifying information was included in the dataset, and the results were anonymized to protect the participants' identities. Participants exhibiting significant distress or behavioural concerns during assessments were referred to appropriate counselling services available within the detention centres and community centres Results Mann-Whitney U Test Results To evaluate the differences in social intelligence between Children in Conflict with the Law (CCL) and Typically Developing Adolescents (TDA), the Mann-Whitney U test was applied. The test revealed significant differences across all components of the Social Intelligence Scale (SIS), with CCL showing pronounced deficits compared to TDA. The results are summarized in Table 2 . Table 2 Mann-Whitney U Test Results for Social Intelligence and Behavioural Measures Test Group N Mean Rank U Z p CBCL-SP CCL 68 2.88 868 -9.98 < .001* TDA 75 3 SIS-P CCL 68 -3.61 752 -9.41 < .001* TDA 75 -5.61 SIS-COP CCL 68 -5.53 699 -9.55 < .001* TDA 75 -5.8 SIS-C CCL 68 -4.02 911 -8.19 < .001* TDA 75 -5.6 SIS-S CCL 68 -9.91 112 -21.21 < .001* TDA 75 -10.88 SIS-RSE CCL 68 -0.72 1291.5 -6.24 < .001* TDA 75 -1 SIS-T CCL 68 -1.1 1187 -6.52 < .001* TDA 75 -2 SIS-SoH CCL 68 -3.36 47.5 -20.18 < .001* TDA 75 -4 SIS-M CCL 68 -2.39 281 -14.67 < .001* TDA 75 -2.99 SIS-TOTAL CCL 68 -30.7 146 -17.4 < .001* TDA 75 -32 Note: ‘Z’ = Z-score; ‘p’ = p-value; ‘N’ = sample size; ‘U’ = Mann-Whitney U statistic. p < .001* indicates statistical significance at the 0.001 level (highly significant of less than 0.1% (i.e., 99.9% confidence level). Mann-Whitney U test for significance of Social Intelligence Scale (SIS) and Child behaviours checklist Social Problem Domain (CBCL-SP) Discussion Overview of Findings This study aimed to explore the role of social intelligence in relation to delinquent behaviours among Children in Conflict with the Law (CCL) and compare their social intelligence profiles with those of Typically Developing Adolescents (TDA). Significant differences were found between the two groups across all components of social intelligence, including social awareness, empathy, social skills, and social sensitivity. These results support the hypothesis that CCL exhibit substantial deficits in social intelligence compared to their typically developing peers, and these deficits are strongly associated with delinquent behaviours. The findings are consistent with previous research (Pardini & Fite, 2019 ; Frick et al., 2014 ) that suggests social intelligence deficits, particularly in empathy and social skills, are significant predictors of antisocial behaviours. CCL exhibited pronounced difficulties in navigating social relationships and understanding the emotions of others, which may contribute to their engagement in delinquent activities. Moreover, these deficits were associated with higher levels of social problems, aggression, and rule-breaking behaviours, as measured by the Child Behaviours Checklist (CBCL) and the Reactive-Proactive Aggression Questionnaire (RPAQ). Implications for Theory The findings of this study contribute to the growing body of literature that highlights the importance of social intelligence in adolescent development and its impact on behaviours. Thorndike’s ( 1920 ) conceptualization of social intelligence as the ability to “act wisely in human relations” is particularly relevant in understanding the behavioural difficulties experienced by CCL. Their impaired ability to interpret social cues, empathize with others, and form positive relationships aligns with the theoretical model proposed by Goleman ( 2006 ), which posits that deficits in social awareness and social facility can lead to maladaptive social interactions. Furthermore, the study supports the assertion by Cooke and Michie ( 2018 ) that empathy deficits are a key factor in the development of callous-unemotional (CU) traits, which are strongly associated with proactive aggression and persistent delinquency. The CCL group demonstrated lower empathy and higher levels of both reactive and proactive aggression, suggesting that their social intelligence deficits are not only a barrier to positive social engagement but also a driver of their antisocial behaviours. By demonstrating significant social intelligence deficits among CCL and their association with delinquent behaviours, this study reinforces the relevance of Thorndike’s and Goleman’s frameworks in understanding behavioural difficulties. While the findings align with theoretical models, they are exploratory in nature and highlight the need for longitudinal research to establish causality. Implications for Practice The results of this study have significant implications for juvenile rehabilitation programs. Given the strong link between social intelligence deficits and delinquent behaviour, interventions aimed at enhancing social intelligence in CCL could be highly beneficial. Programs focused on improving empathy, social awareness, and social skills should be integrated into existing rehabilitation frameworks. Several intervention models, such as Social and Emotional Learning (SEL) programs, have shown promise in improving social intelligence and reducing aggression in at-risk adolescents (Goleman, 2006 ). These programs teach participants how to recognize and manage emotions, understand social cues, and develop healthy interpersonal relationships. Given the pronounced deficits in empathy and social skills observed among CCL, SEL programs should prioritize modules that enhance emotional recognition, conflict resolution, and relational engagement. Integrating these programs into juvenile detention centers may present logistical challenges, including resource allocation and staff training, which must be addressed to ensure effectiveness. Implementing similar interventions in juvenile detention centres may help reduce recidivism by addressing the social-cognitive deficits that contribute to delinquent behaviours. Limitations of the Study While this study provides valuable insights into the relationship between social intelligence and delinquency, there are several limitations that should be acknowledged. First, the sample size was relatively small (N = 143), which may limit the generalizability of the findings. Future studies should include larger, more diverse samples to confirm the results and provide a more comprehensive understanding of social intelligence deficits in CCL. Second, the cross-sectional design of the study limits the ability to make causal inferences about the relationship between social intelligence and delinquency. Longitudinal studies are needed to determine whether social intelligence deficits directly contribute to the onset of delinquent behaviours or if other factors, such as socio-environmental influences, play a more significant role. Third, the use of self-report measures, such as the Social Intelligence Scale (SIS) and the Child Behaviours Checklist (CBCL), may introduce response biases, particularly in the CCL group, who may be less inclined to accurately report their behaviours. Future research should consider using a combination of self-report and observational measures to obtain a more objective assessment of social intelligence and behaviours. Additionally, cultural and geographical factors unique to the Karnataka region may limit the generalizability of these findings to other populations. Future studies should explore whether similar deficits are observed in diverse cultural contexts. Response biases, particularly among CCL, may also reflect underreporting due to stigma or fear of judgment, which warrants the inclusion of observational measures in future research." Recommendations for Future Research Given the findings and limitations of this study, several directions for future research are recommended: Longitudinal Studies: Future research should employ longitudinal designs to explore the development of social intelligence over time and its causal relationship with delinquent behaviour. This would provide a clearer understanding of how deficits in social intelligence evolve and influence antisocial behaviours during adolescence. Intervention Studies: Future studies should investigate the effectiveness of targeted interventions aimed at improving social intelligence in CCL. Randomized controlled trials (RCTs) could evaluate the impact of programs such as SEL on reducing recidivism and promoting pro-social behaviours in juvenile offenders. Cross-Cultural Comparisons: Cross-Cultural Comparisons: Expanding this research to other cultural and geographical contexts would help determine whether the relationship between social intelligence and delinquency is consistent across different populations. Comparative studies between different countries or regions could shed light on the influence of cultural norms on social intelligence development and delinquent behaviour. Cross-cultural research should also investigate how varying societal norms shape the development of social intelligence and its relationship with delinquency. These insights could inform culturally tailored interventions for juvenile offenders. Neurobiological Studies: Future research should explore the neurobiological underpinnings of social intelligence deficits in CCL. Advances in neuroimaging techniques could provide insights into the brain structures and networks involved in social cognition, empathy, and aggression, potentially leading to more targeted interventions. Declarations Author Contribution Y.M.G- Conceptualization , Data Collection ,analysis & manuscript writing C.N.B-Study design, analysis & manuscript revision J.S.R-manuscript revision ,Review and Approval Acknowledgement Dirctorate of Women & Child Welfare Deaprtment , Government of Karnataka, India.BBMP , Education Department,Government of Karnataka, India. Data Availability The data that support the findings of this study are available from the corresponding author upon reasonable request References Achenbach TM (2001) Manual for the Child Behaviour Checklist/6–18 and 2001 Profile. University of Vermont, Research Centre for Children, Youth, & Families Bar-On R (2006) The Bar-On model of emotional-social intelligence (ESI). Psicothema 18(Suppl):13–25 Cooke DJ, Michie C (2018) Refining the construct of psychopathy: Towards a hierarchical model. Psychol Assess 13(2):171–188. https://doi.org/10.1037/1040-3590.13.2.171 Dodge KA, Coie JD, Lynam D (2006) Aggression and antisocial behaviour in youth. In: Damon W, Lerner RM (eds) Handbook of Child Psychology, vol 3, 6th edn. Wiley, pp 719–788 Frick PJ, Ray JV, Thornton LC, Kahn RE (2014) Callous–unemotional traits in youth and pathways to aggressive and antisocial behaviour. Dev Psychopathol 26(1):1–17. https://doi.org/10.1017/S0954579413000560 Goleman D (2006) Social intelligence: The new science of human relationships. Bantam Moffitt TE (1993) Adolescence-limited and life-course-persistent antisocial behaviour: A developmental taxonomy. Psychol Rev 100(4):674–701. https://doi.org/10.1037/0033-295X.100.4.674 Pardini DA, Fite PJ (2019) Symptoms of conduct disorder, callous-unemotional traits, and impulsivity: Distinct longitudinal relations with adolescent aggression and delinquency. J Abnorm Child Psychol 38(3):403–414. https://doi.org/10.1007/s10802-009-9376-0 Raine A, Dodge KA, Loeber R, Gatzke-Kopp L, Lynam D, Reynolds C, Stouthamer-Loeber M, Liu J (2006) The Reactive–Proactive Aggression Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behav 32(2):159–171. https://doi.org/10.1002/ab.20115 Salovey P, Mayer JD, Imagination (1990) Cognition Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG Thorndike EL (1920) Intelligence and its uses. Harper's Magazine 140:227–235 Tremblay RE (2010) Developmental origins of disruptive behaviour problems: The original sin hypothesis, epigenetics, and their consequences for prevention. J Child Psychol Psychiatry 51(4):341–367. https://doi.org/10.1111/j.1469-7610.2010.02211.x Viding E, McCrory EJ (2012) Genetic and neurocognitive contributions to the development of psychopathy. Dev Psychopathol 24(3):969–983. https://doi.org/10.1017/S095457941200048X Weiss B, Dodge KA, Bates JE, Pettit GS (1992) Some consequences of early harsh discipline: Child aggression and a maladaptive social information processing style. Child Dev 63(6):1321–1335. https://doi.org/10.2307/1131558 Wilson HA (2010) Juvenile risk assessment: A meta-analysis. Criminal Justice Behav 37(5):497–518. https://doi.org/10.1177/0093854810362846 Zelli A, Dodge KA, Lochman JE, Laird RD (1999) The distinction between beliefs legitimizing aggression and deviant processing of social information: The role of aggression subtypes. Child Dev 70(5):866–875. https://doi.org/10.1111/1467-8624.00063 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6161190","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":424594896,"identity":"b2406483-bdee-46b0-a409-76bd8eeb5a83","order_by":0,"name":"Yaseen MG","email":"data:image/png;base64,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","orcid":"","institution":"Christ University","correspondingAuthor":true,"prefix":"","firstName":"Yaseen","middleName":"","lastName":"MG","suffix":""},{"id":424594898,"identity":"7fe051d0-cc04-404e-86ce-c2601dc8305b","order_by":1,"name":"Dr. K Jayasankara Reddy","email":"","orcid":"","institution":"Christ University","correspondingAuthor":false,"prefix":"Dr.","firstName":"K","middleName":"Jayasankara","lastName":"Reddy","suffix":""},{"id":424594900,"identity":"3ed3fd71-71e8-4ee2-88b1-21c1465023fe","order_by":2,"name":"Dr.Cathlyn Niranjana Bennet","email":"","orcid":"","institution":"The Neuropathways Institute, India.","correspondingAuthor":false,"prefix":"Dr.","firstName":"Cathlyn","middleName":"Niranjana","lastName":"Bennet","suffix":""}],"badges":[],"createdAt":"2025-03-05 09:38:28","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6161190/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6161190/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":79040817,"identity":"21c7965c-3d37-437a-bcdd-d354231ccff4","added_by":"auto","created_at":"2025-03-23 11:31:34","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1137605,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6161190/v1/d312fd3e-2093-486a-8988-939ede93cb14.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Social Intelligence Deficits and Aggression in Children in Conflict with the Law: A Comparative Study with Typically Developing Adolescents","fulltext":[{"header":"Introduction","content":"\u003cp\u003eChildren in Conflict with the Law (CCL) represent a significant portion of the global juvenile justice system. These children are typically involved in criminal activities, often due to a complex interplay of socio-environmental factors, cognitive impairments, and Behavioural issues. Studies have shown that delinquent Behaviours in adolescents is closely linked to deficits in social, emotional, and cognitive domains (Pardini \u0026amp; Fite, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). One domain that has gained considerable attention in recent research is \u003cb\u003esocial intelligence\u003c/b\u003e, a construct that encapsulates an individual\u0026rsquo;s ability to effectively navigate social interactions, understand others' emotions, and behave appropriately in social settings.\u003c/p\u003e \u003cp\u003eAccording to Thorndike (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1920\u003c/span\u003e), social intelligence is a key aspect of human Behaviours that involves \u0026ldquo;the ability to act wisely in human relations.\u0026rdquo; This construct is critical for children and adolescents as they learn to form relationships, empathize with others, and behave in ways that conform to social norms. Deficits in social intelligence, particularly in areas such as empathy and social skills, are associated with antisocial behaviours and an increased likelihood of involvement in criminal activities (Cooke \u0026amp; Michie, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). These impairments hinder the ability of CCL to understand social cues, regulate emotions, and form positive relationships, which are essential for adapting to societal rules and expectations.\u003c/p\u003e\n\u003ch3\u003eSocial Intelligence and Its Role in Delinquency\u003c/h3\u003e\n\u003cp\u003eSocial intelligence has been described as the capacity to understand and manage interpersonal relationships effectively. It encompasses several dimensions, including \u003cb\u003esocial awareness\u003c/b\u003e, \u003cb\u003esocial skills\u003c/b\u003e, and \u003cb\u003eempathy\u003c/b\u003e (Goleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Social awareness refers to the ability to recognize and interpret social cues in various contexts, while empathy reflects an individual's capacity to understand and share the feelings of others. Social skills involve the ability to engage positively in social interactions, such as initiating conversations, resolving conflicts, and building relationships. These components are critical for normal social functioning and play a pivotal role in preventing antisocial behaviours (Bar-On, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn the context of juvenile delinquency, deficits in social intelligence have been found to be strong predictors of aggressive and rule-breaking Behaviour (Pardini \u0026amp; Fite, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Adolescents with lower social intelligence may struggle to navigate complex social situations, leading to frustration, miscommunication, and poor conflict resolution. These difficulties may manifest as externalizing Behaviour, such as aggression and defiance, which are common among CCL. Cooke and Michie (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) highlighted that deficits in empathy are particularly detrimental, as they limit an adolescent\u0026rsquo;s ability to understand the consequences of their actions on others, often leading to callous and unemotional traits that exacerbate delinquent Behaviours.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eChildren in Conflict with the Law (CCL)\u003c/h2\u003e \u003cp\u003eChildren in Conflict with the Law (CCL) typically exhibit a range of emotional and behavioural issues that contribute to their involvement in criminal activities. Given that boys constitute a significant majority of juveniles in conflict with the law, this study focuses on male adolescents to better understand the gender-specific dynamics of social intelligence deficits and delinquency. Studies have shown that CCL often come from disadvantaged backgrounds, characterized by family dysfunction, exposure to violence, and socio-economic instability (Moffitt, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e1993\u003c/span\u003e).These environmental stressors may impair cognitive and social development, increasing the likelihood of delinquency. Moreover, CCL are more likely to exhibit \u003cb\u003ecallous-unemotional traits\u003c/b\u003e, which are associated with reduced empathy, poor emotional regulation, and a tendency to engage in manipulative or antisocial Behaviour (Frick et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe presence of such traits, combined with deficits in social intelligence, can exacerbate the difficulties CCL face in forming positive relationships and conforming to societal rules. Pardini and Fite (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) found that adolescents with lower empathy were more prone to engaging in proactive aggression\u0026mdash;deliberate, goal-oriented aggressive Behaviours often aimed at achieving personal gains. These findings suggest that deficits in social intelligence, particularly in the domains of empathy and social skills, are closely associated with delinquent behaviours observed among CCL.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eTypically Developing Adolescents (TDA)\u003c/h3\u003e\n\u003cp\u003eTypically Developing Adolescents (TDA) are included as a comparative group to highlight the specific deficits in social intelligence unique to CCL. By examining differences between these groups, the study aims to identify patterns that may inform targeted interventions. In contrast to CCL, \u003cb\u003eTypically Developing Adolescents (TDA)\u003c/b\u003e tend to display healthier social and cognitive functioning. These adolescents are more likely to exhibit higher levels of social intelligence, which enables them to navigate interpersonal relationships successfully, regulate their emotions, and resolve conflicts constructively (Goleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Social intelligence in TDA has been shown to play a protective role against the development of delinquent Behaviour. Adolescents with higher social intelligence are better equipped to manage peer pressure, understand the consequences of their actions, and engage in pro-social Behaviour (Bar-On, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). These individuals are less likely to exhibit externalizing Behaviour, such as aggression and defiance, and are more adept at adhering to social norms and rules.\u003c/p\u003e\n\u003ch3\u003eThe Role of Social Intelligence in Juvenile Delinquency\u003c/h3\u003e\n\u003cp\u003eDespite extensive research on cognitive and emotional deficits in CCL, less attention has been given to how social intelligence contributes to delinquent Behaviour. Social intelligence, particularly in terms of social skills and empathy, is essential for forming and maintaining positive social relationships (Goleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Deficits in these areas may lead to social isolation, frustration, and ultimately, engagement in antisocial Behaviour.\u003c/p\u003e \u003cp\u003eA recent study by Pardini and Fite (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) revealed that lower levels of social intelligence are associated with higher levels of proactive and reactive aggression in adolescents. Reactive aggression, characterized by impulsive, emotion-driven responses to perceived threats, is more common among CCL and is often exacerbated by poor social intelligence. Conversely, proactive aggression\u0026mdash;deliberate, goal-directed Behaviours\u0026mdash;has been linked to deficits in empathy and social awareness. These Behaviour are particularly concerning in CCL, as they increase the likelihood of repeated conflicts with peers and authority figures, contributing to persistent delinquency. Building on this theoretical framework, the current study aims to investigate the association between social intelligence deficits and delinquent behaviours in Children in Conflict with the Law (CCL) as compared to Typically Developing Adolescents (TDA). By identifying specific deficits in social intelligence, the study seeks to provide insights into potential interventions for juvenile rehabilitation.\u003c/p\u003e\n\u003ch3\u003eObjectives of the Study\u003c/h3\u003e\n\u003cp\u003eGiven the critical role of social intelligence in shaping social Behaviours, this study seeks to explore the differences in social intelligence between CCL and TDA. The main objectives of the study are as follows:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo assess and compare the social intelligence profiles of CCL and TDA using the \u003cb\u003eSocial Intelligence Scale (SIS)\u003c/b\u003e.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo investigate how specific components of social intelligence\u0026mdash;social awareness, empathy, and social skills\u0026mdash;relate to delinquent Behaviour in CCL.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo provide insights into how social intelligence deficits can inform rehabilitation programs for CCL, aiming to reduce recidivism and promote positive social behaviours.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eHypotheses\u003c/b\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eCCL will exhibit significantly lower scores in social intelligence compared to TDA.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDeficits in social intelligence, particularly in the domains of social skills and empathy, are associated with higher levels of delinquent Behaviours among CCL.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e\n\u003ch3\u003eSignificance of the Study\u003c/h3\u003e\n\u003cp\u003eThis study aims to contribute to the understanding of the role of social intelligence in juvenile delinquency. By identifying specific social intelligence deficits in CCL, the research provides valuable insights into the design of targeted interventions for this at-risk population. While exploratory in nature, the study emphasizes the potential of enhancing social intelligence to reduce recidivism rates and improve the social functioning of CCL, ultimately contributing to better reintegration outcomes\u003c/p\u003e"},{"header":"Methodology","content":" \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study employed a \u003cb\u003ecomparative cross-sectional design\u003c/b\u003e to investigate the differences in social intelligence between Children in Conflict with the Law (CCL) and Typically Developing Adolescents (TDA). The primary aim was to assess the social intelligence deficits in CCL and explore associations between these deficits and delinquent behaviour. A combination of psychometric assessments and behavioural checklists was used to measure various components of social intelligence and behavioural tendencies in both groups.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eThe participants were selected using a purposive sampling method to ensure representation of CCL with documented legal conflicts and TDA with no criminal records. While this method provides targeted insights, the findings may not generalize to broader populations.\u003c/p\u003e \u003cp\u003eThe study sample comprised \u003cb\u003e143 participants\u003c/b\u003e:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eGroup 1: CCL (n\u0026thinsp;=\u0026thinsp;68)\u003c/b\u003e: These adolescents, aged 15 to 18years, were selected from juvenile detention centres. All participants had been involved in legal conflicts due to various delinquent behaviours.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eGroup 2: TDA (n\u0026thinsp;=\u0026thinsp;75)\u003c/b\u003e: These participants, aged 15 to 18 years, were typically developing adolescents, with no history of delinquent behaviour. They were recruited from local schools and community centres.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e This study focused exclusively on male participants, as boys constitute a significant majority of juveniles in conflict with the law, thereby representing a critical demographic for understanding delinquency.\u003c/p\u003e \u003cp\u003eThe inclusion criteria for the study were as follows:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eCCL (Conflict with Law) group\u003c/b\u003e: Adolescents with documented legal conflicts who did not have intellectual disabilities or severe psychiatric disorders that could affect the assessments.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eTDA (Typical Developmental Adolescents) group\u003c/b\u003e: Adolescents with no history of criminal involvement or intellectual disabilities.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eParticipants from both groups were given \u003cb\u003eCattell\u0026rsquo;s Culture Fair Intelligence Test\u003c/b\u003e. Only those with an IQ above 90 were selected for the study.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInformed consent\u003c/strong\u003e \u003cp\u003ewas obtained from all participants and their guardians. The study was conducted in accordance with the ethical guidelines of the institutional review board (IRB). Additionally, approval was granted by the Directorate of Women \u0026amp; Child Welfare Department and the Bruhat Bengaluru Mahanagara Palike (Education Department) Karnataka,India.\u003c/p\u003e \u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Instruments\u003c/h2\u003e \u003cp\u003eThe study utilized a variety of standardized instruments to assess social intelligence and behavioural problems in both groups mentioned in the Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eInstruments Used to Assess Social Intelligence and Behavioural Problems\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstrument\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDescription\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSubscales/Dimensions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMeasurement Focus\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSocial Intelligence Scale (SIS)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDeveloped by Dr. N.K. Chadha and Ms. Usha Ganesan, the SIS evaluates various dimensions of social intelligence.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-P (Patience)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAbility to endure challenging social interactions with self-control and understanding.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-COP (Cooperativeness)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eWillingness to work collaboratively, demonstrating respect and understanding of others.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-C (Confidence Level)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eConfidence in engaging effectively in social interactions; assertiveness and self-assurance.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-S (Sensitivity)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAwareness and responsiveness to others' emotions and needs.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-RSE (Recognition of Social Environment)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAbility to assess and understand social dynamics and contextual norms.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-T (Tactfulness)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSkill in communicating sensitive information without causing offense.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-SoH (Sense of Humor)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAbility to express and appreciate humor appropriately in social contexts.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-M (Memory)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCapacity to recall social details such as names, events, and past conversations.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eSIS-Total\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eComposite score that reflects overall social intelligence across all subscales.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eChild Behaviour Checklist (CBCL)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDeveloped by Thomas M. Achenbach, assesses behavioural problems, with a focus on interpersonal difficulties and aggression.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eCBCL-SP (Social Problems)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDifficulties in interpersonal relationships, rule-breaking behaviours, and aggression.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eReactive-Proactive Aggression Questionnaire (RPAQ)\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDeveloped by Dodge, Coie, and Lynam it measures reactive (emotion-driven) and proactive (goal-directed) aggression.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eReactive Aggression\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eEmotion-driven aggression, often arising from frustration or provocation.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eProactive Aggression\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGoal-directed aggression, often planned and intentional.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eProcedure\u003c/h2\u003e \u003cp\u003eData collection was conducted in two stages. First, the participants completed the Social Intelligence Scale (SIS), which was administered individually to avoid bias or peer influence. The SIS administration took approximately 30\u0026ndash;45 minutes per participant. Following the SIS assessment, the participants completed the Child Behaviour Checklist (CBCL) and the Reactive-Proactive Aggression Questionnaire (RPAQ) under the supervision of trained researchers. While the study relied on self-reported data, trained researchers ensured that participants understood the questions to reduce misinterpretation. The use of independent assessors blinded to group membership further minimized potential biases.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eStatistical Analysis\u003c/h2\u003e \u003cp\u003ePreliminary analysis using the Shapiro-Wilk test indicated significant deviations from normality in the data, necessitating the use of the non-parametric Mann-Whitney U Test for group comparisons.\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eMann-Whitney U Test\u003c/b\u003e: Given the lack of normality, the Mann-Whitney U test was employed to compare the social intelligence scores between CCL and TDA across the various subscales of the SIS.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSignificance Levels\u003c/b\u003e: Results were considered significant at \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.05. Levels of significance were further categorized into \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.01 (highly significant) and \u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;.001 (extremely significant).\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe effect size was also calculated to determine the magnitude of differences between the two groups. Data analysis was conducted using \u003cb\u003eJAMOVI\u003c/b\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eInstruments in Detail\u003c/h2\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSocial Intelligence Scale (SIS)\u003c/b\u003e: The SIS has been widely validated in adolescent populations and demonstrates strong internal consistency (Cronbach\u0026rsquo;s alpha\u0026thinsp;=\u0026thinsp;0.82). It was chosen for its ability to provide a comprehensive assessment of social intelligence dimensions, critical to comparing CCL and TDA.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eChild Behaviour Checklist (CBCL)\u003c/b\u003e: The CBCL has been validated for use across diverse cultural contexts and reliably assesses behavioural and emotional problems in children (Achenbach, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Its focus on social problems and rule-breaking behaviours directly aligns with the study\u0026rsquo;s aim of exploring associations with delinquency.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eReactive-Proactive Aggression Questionnaire (RPAQ)\u003c/b\u003e: The RPAQ, with strong psychometric properties (Cronbach\u0026rsquo;s alpha\u0026thinsp;=\u0026thinsp;0.85), differentiates between \u003cb\u003ereactive and proactive aggression\u003c/b\u003e, offering nuanced insights into aggression patterns among CCL\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eEthical Considerations\u003c/h2\u003e \u003cp\u003eThis study was approved by the institutional review board (IRB) of the research institution. Informed consent was obtained from all participants and their legal guardians prior to data collection. Participants were assured of confidentiality and the right to withdraw from the study at any time without penalty.\u003c/p\u003e \u003cp\u003eAll assessments were conducted in settings that ensured the privacy and comfort of the participants. No identifying information was included in the dataset, and the results were anonymized to protect the participants' identities.\u003c/p\u003e \u003cp\u003eParticipants exhibiting significant distress or behavioural concerns during assessments were referred to appropriate counselling services available within the detention centres and community centres\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eMann-Whitney U Test Results\u003c/h2\u003e \u003cp\u003eTo evaluate the differences in social intelligence between Children in Conflict with the Law (CCL) and Typically Developing Adolescents (TDA), the Mann-Whitney U test was applied. The test revealed significant differences across all components of the Social Intelligence Scale (SIS), with CCL showing pronounced deficits compared to TDA. The results are summarized in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMann-Whitney U Test Results for Social Intelligence and Behavioural Measures\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTest\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean Rank\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eU\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eZ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCBCL-SP\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e868\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-9.98\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-P\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e752\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-9.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e 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colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-C\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-4.02\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-8.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-5.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-S\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-9.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e112\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-21.21\u003c/p\u003e \u003c/td\u003e 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\u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-0.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1291.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-6.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-T\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-1.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1187\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-6.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-SoH\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-3.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e47.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-20.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-M\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e281\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-14.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-2.99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSIS-TOTAL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCCL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-30.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e146\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-17.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001*\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTDA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"7\"\u003eNote: \u0026lsquo;Z\u0026rsquo; = Z-score; \u0026lsquo;p\u0026rsquo; = p-value; \u0026lsquo;N\u0026rsquo; = sample size; \u0026lsquo;U\u0026rsquo; = Mann-Whitney U statistic.\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001* indicates statistical significance at the 0.001 level (highly significant of less than 0.1% (i.e., 99.9% confidence level).\u003c/p\u003e \u003cp\u003eMann-Whitney U test for significance of Social Intelligence Scale (SIS) and Child behaviours checklist Social Problem Domain (CBCL-SP)\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eOverview of Findings\u003c/h2\u003e \u003cp\u003eThis study aimed to explore the role of social intelligence in relation to delinquent behaviours among Children in Conflict with the Law (CCL) and compare their social intelligence profiles with those of Typically Developing Adolescents (TDA). Significant differences were found between the two groups across all components of social intelligence, including social awareness, empathy, social skills, and social sensitivity. These results support the hypothesis that CCL exhibit substantial deficits in social intelligence compared to their typically developing peers, and these deficits are strongly associated with delinquent behaviours.\u003c/p\u003e \u003cp\u003eThe findings are consistent with previous research (Pardini \u0026amp; Fite, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Frick et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) that suggests social intelligence deficits, particularly in empathy and social skills, are significant predictors of antisocial behaviours. CCL exhibited pronounced difficulties in navigating social relationships and understanding the emotions of others, which may contribute to their engagement in delinquent activities. Moreover, these deficits were associated with higher levels of social problems, aggression, and rule-breaking behaviours, as measured by the Child Behaviours Checklist (CBCL) and the Reactive-Proactive Aggression Questionnaire (RPAQ).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Theory\u003c/h2\u003e \u003cp\u003eThe findings of this study contribute to the growing body of literature that highlights the importance of social intelligence in adolescent development and its impact on behaviours. Thorndike\u0026rsquo;s (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1920\u003c/span\u003e) conceptualization of social intelligence as the ability to \u0026ldquo;act wisely in human relations\u0026rdquo; is particularly relevant in understanding the behavioural difficulties experienced by CCL. Their impaired ability to interpret social cues, empathize with others, and form positive relationships aligns with the theoretical model proposed by Goleman (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), which posits that deficits in social awareness and social facility can lead to maladaptive social interactions.\u003c/p\u003e \u003cp\u003eFurthermore, the study supports the assertion by Cooke and Michie (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) that empathy deficits are a key factor in the development of callous-unemotional (CU) traits, which are strongly associated with proactive aggression and persistent delinquency. The CCL group demonstrated lower empathy and higher levels of both reactive and proactive aggression, suggesting that their social intelligence deficits are not only a barrier to positive social engagement but also a driver of their antisocial behaviours. By demonstrating significant social intelligence deficits among CCL and their association with delinquent behaviours, this study reinforces the relevance of Thorndike\u0026rsquo;s and Goleman\u0026rsquo;s frameworks in understanding behavioural difficulties. While the findings align with theoretical models, they are exploratory in nature and highlight the need for longitudinal research to establish causality.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Practice\u003c/h2\u003e \u003cp\u003eThe results of this study have significant implications for juvenile rehabilitation programs. Given the strong link between social intelligence deficits and delinquent behaviour, interventions aimed at enhancing social intelligence in CCL could be highly beneficial. Programs focused on improving empathy, social awareness, and social skills should be integrated into existing rehabilitation frameworks.\u003c/p\u003e \u003cp\u003eSeveral intervention models, such as Social and Emotional Learning (SEL) programs, have shown promise in improving social intelligence and reducing aggression in at-risk adolescents (Goleman, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). These programs teach participants how to recognize and manage emotions, understand social cues, and develop healthy interpersonal relationships. Given the pronounced deficits in empathy and social skills observed among CCL, SEL programs should prioritize modules that enhance emotional recognition, conflict resolution, and relational engagement. Integrating these programs into juvenile detention centers may present logistical challenges, including resource allocation and staff training, which must be addressed to ensure effectiveness. Implementing similar interventions in juvenile detention centres may help reduce recidivism by addressing the social-cognitive deficits that contribute to delinquent behaviours.\u003c/p\u003e \u003cdiv id=\"Sec22\" class=\"Section3\"\u003e \u003ch2\u003eLimitations of the Study\u003c/h2\u003e \u003cp\u003eWhile this study provides valuable insights into the relationship between social intelligence and delinquency, there are several limitations that should be acknowledged. First, the sample size was relatively small (N\u0026thinsp;=\u0026thinsp;143), which may limit the generalizability of the findings. Future studies should include larger, more diverse samples to confirm the results and provide a more comprehensive understanding of social intelligence deficits in CCL.\u003c/p\u003e \u003cp\u003eSecond, the cross-sectional design of the study limits the ability to make causal inferences about the relationship between social intelligence and delinquency. Longitudinal studies are needed to determine whether social intelligence deficits directly contribute to the onset of delinquent behaviours or if other factors, such as socio-environmental influences, play a more significant role.\u003c/p\u003e \u003cp\u003eThird, the use of self-report measures, such as the Social Intelligence Scale (SIS) and the Child Behaviours Checklist (CBCL), may introduce response biases, particularly in the CCL group, who may be less inclined to accurately report their behaviours. Future research should consider using a combination of self-report and observational measures to obtain a more objective assessment of social intelligence and behaviours.\u003c/p\u003e \u003cp\u003eAdditionally, cultural and geographical factors unique to the Karnataka region may limit the generalizability of these findings to other populations. Future studies should explore whether similar deficits are observed in diverse cultural contexts. Response biases, particularly among CCL, may also reflect underreporting due to stigma or fear of judgment, which warrants the inclusion of observational measures in future research.\"\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003eRecommendations for Future Research\u003c/h2\u003e \u003cp\u003eGiven the findings and limitations of this study, several directions for future research are recommended:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLongitudinal Studies: Future research should employ longitudinal designs to explore the development of social intelligence over time and its causal relationship with delinquent behaviour. This would provide a clearer understanding of how deficits in social intelligence evolve and influence antisocial behaviours during adolescence.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIntervention Studies: Future studies should investigate the effectiveness of targeted interventions aimed at improving social intelligence in CCL. Randomized controlled trials (RCTs) could evaluate the impact of programs such as SEL on reducing recidivism and promoting pro-social behaviours in juvenile offenders.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eCross-Cultural Comparisons: Cross-Cultural Comparisons: Expanding this research to other cultural and geographical contexts would help determine whether the relationship between social intelligence and delinquency is consistent across different populations. Comparative studies between different countries or regions could shed light on the influence of cultural norms on social intelligence development and delinquent behaviour. Cross-cultural research should also investigate how varying societal norms shape the development of social intelligence and its relationship with delinquency. These insights could inform culturally tailored interventions for juvenile offenders.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eNeurobiological Studies: Future research should explore the neurobiological underpinnings of social intelligence deficits in CCL. Advances in neuroimaging techniques could provide insights into the brain structures and networks involved in social cognition, empathy, and aggression, potentially leading to more targeted interventions.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eY.M.G- Conceptualization , Data Collection ,analysis \u0026amp; manuscript writing C.N.B-Study design, analysis \u0026amp; manuscript revision J.S.R-manuscript revision ,Review and Approval\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eDirctorate of Women \u0026amp; Child Welfare Deaprtment , Government of Karnataka, India.BBMP , Education Department,Government of Karnataka, India.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe data that support the findings of this study are available from the corresponding author upon reasonable request\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAchenbach TM (2001) Manual for the Child Behaviour Checklist/6\u0026ndash;18 and 2001 Profile. University of Vermont, Research Centre for Children, Youth, \u0026amp; Families\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBar-On R (2006) The Bar-On model of emotional-social intelligence (ESI). Psicothema 18(Suppl):13\u0026ndash;25\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCooke DJ, Michie C (2018) Refining the construct of psychopathy: Towards a hierarchical model. Psychol Assess 13(2):171\u0026ndash;188. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1037/1040-3590.13.2.171\u003c/span\u003e\u003cspan address=\"10.1037/1040-3590.13.2.171\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDodge KA, Coie JD, Lynam D (2006) Aggression and antisocial behaviour in youth. In: Damon W, Lerner RM (eds) Handbook of Child Psychology, vol 3, 6th edn. Wiley, pp 719\u0026ndash;788\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFrick PJ, Ray JV, Thornton LC, Kahn RE (2014) Callous\u0026ndash;unemotional traits in youth and pathways to aggressive and antisocial behaviour. Dev Psychopathol 26(1):1\u0026ndash;17. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1017/S0954579413000560\u003c/span\u003e\u003cspan address=\"10.1017/S0954579413000560\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGoleman D (2006) Social intelligence: The new science of human relationships. Bantam\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMoffitt TE (1993) Adolescence-limited and life-course-persistent antisocial behaviour: A developmental taxonomy. 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Criminal Justice Behav 37(5):497\u0026ndash;518. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/0093854810362846\u003c/span\u003e\u003cspan address=\"10.1177/0093854810362846\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZelli A, Dodge KA, Lochman JE, Laird RD (1999) The distinction between beliefs legitimizing aggression and deviant processing of social information: The role of aggression subtypes. Child Dev 70(5):866\u0026ndash;875. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1111/1467-8624.00063\u003c/span\u003e\u003cspan address=\"10.1111/1467-8624.00063\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Social Intelligence, Children in Conflict with the Law (CCL), Typically Developing Adolescents (TDA), Delinquency, Aggression, Juvenile Rehabilitation","lastPublishedDoi":"10.21203/rs.3.rs-6161190/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6161190/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis cross-sectional study examines the relationship between social intelligence (SI) and delinquency in Children in Conflict with the Law (CCL) and Typically Developing Adolescents (TDA) in Karnataka, India. SI was assessed using the Social Intelligence Scale (SIS), while behavioural problems were measured with the Child Behaviour Checklist (CBCL). Aggression was evaluated using the Reactive-Proactive Aggression Questionnaire (RPAQ). Results showed that CCL had significantly lower SI scores across all domains, including social insight, cooperativeness, and sensitivity (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). These deficits were linked to increased social problems and both reactive and proactive aggression. The study highlights the role of SI in delinquency and suggests that interventions targeting empathy, social skills, and relationships may improve rehabilitation outcomes.\u003c/p\u003e","manuscriptTitle":"Social Intelligence Deficits and Aggression in Children in Conflict with the Law: A Comparative Study with Typically Developing Adolescents","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-03-07 10:54:04","doi":"10.21203/rs.3.rs-6161190/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"b0fc3ac2-0fc8-48dd-806a-443d589f7383","owner":[],"postedDate":"March 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-03-23T11:23:24+00:00","versionOfRecord":[],"versionCreatedAt":"2025-03-07 10:54:04","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6161190","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6161190","identity":"rs-6161190","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}