Motivational theories applied to assess EI programs: the EMOCARE’s Systematic Evaluation Model

Financial resources invested in treatment programs in Hospitals are limited; programs that work with the mental illness caregivers are not an exception. To prioritize those who will be included in programs is by establishing factors criteria: cognitive level, urgency, motivation to participate, intention to change and commitment to change. This chapter explores the adequacy of the EMOCARE’s Systematic Evaluation Model as a protocol to ensure that EMOCARE improves caregivers’ well-being as part of their education in Emotional Intelligence. The methodology follows a quasi-experimental pre-post design with two groups, one of them is a quasi-control group carried out during April to May of 2014. Sample size is 15 patients from the Sant Joan de Déu Hospital (Barcelona, Spain)-, 10 of them part of the experimental group (EG) -they attended the EMOCARE program for two months-. Results are discussed along with the theoretical framework, remarking EMOCARE’s Systematic Evaluation Model is adequate to assess the efficacy and effectiveness of the program; as well as EMOCARE improves caregivers’ well-being in terms of their satisfaction with life (Diener, Emmons, Larsen, & Griffin, 1985).