Intervention

Programmes

EmoTIC

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This intervention programme is based on Mayer and Salovey’s model of emotional intelligence, in its recently reviewed version (Mayer, Caruso, & Salovey, 2016). The emoTIC programme is currently being implemented in its most recent version: emoTIC SPACE. This is a game-style programme that is accessed from a web browser. The videogame is a space adventure, in which the players have accidentally landed on an alien planet and must to return to Earth, but to do so they have to complete a series of missions and challenges based on emotions. The game has a reinforcement structure to encourage adolescents to continue, rewarding them each time they perform an activity correctly and giving them access to a series of space mini-games, as well as permanent access to the resources they unlock as they progress (focusing sessions, relaxation techniques, etc.). It takes place across 4 territories: the Shadow Jungle, the Arid Plain, the Frozen Summit and the Submerged City.

Programme for the development of emotional competencies in adolescents

EmoWell

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It is a project currently under development, which aims to create a serious game using an intelligent technological platform. The aim of the psycho-educational videogame is to teach emotional regulation and other intra- and interpersonal socio-emotional competences for the promotion of psychological well-being and positive youth development. It is mainly aimed at emerging adults, a developmental stage between the ages of 18 and 29 with particular life characteristics, such as adaptation to adult roles, uncertainty about the future and the need to consolidate personal autonomy, among others. In emerging adulthood there is a high prevalence of anxiety symptoms and other mental health problems, primarily concerning mood. To this end, the EMOWELL programme uses artificial intelligence to specifically address the needs of each user and implement the knowledge and skills necessary for healthy daily functioning. In addition, the platform will be linked to the smartphone for ongoing evaluation, which will allow a deep understanding of the benefits of its use and the evolution of its users. The effectiveness of this technological intervention will also be empirically studied both in emerging adulthood and late adolescence.

Promoting well-being in emerging adulthood through the development of emotional regulation strategies

Predema

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This is a book for emotional educators, who want to learn about themselves and teach adolescents the value of emotions in developing a meaningful life. Emotions, as well as values, cannot be educated solely from a reasoning perspective. Emotional competencies, as well as ethics, cannot be transmitted verbally, but must be taught in relationships and through examples. Therefore, educating in emotions requires an emotionally competent educator who, in turn, has developed his or her own emotional competences. On this path, this programme presents an analysis of the meaning of emotions and emotional education in the classroom, as well as a structured, yet flexible and versatile practical suggestion. The aim is to help emotional educators both in the necessary thought about emotional education and in its implementation. In addition, the book presents an evaluation of the programme carried out by the participating adolescents themselves. Their testimonies are very important, as they serve both to endorse the suggestions presented here and to improve them. But they can also help you, who are or want to be a good emotional educator, to develop your own educational actions.

Emotional education programme for adolescents

MADEMO

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This book, Emotional Education Manual for Educators (MADEMO), aims to help educators who want to expand their resources for practising emotional education with their students. The same publisher also published the Emotional Education Programme for Adolescents: From Emotion to Meaning (PREDEMA), which allows educators to implement sessions and activities aimed at developing the emotional competences of their students. However, the best way to start with emotional education is to develop one’s own emotional competences in the interaction with the classroom, as this allows not only to act as a competence model, but also to support students in their own experience and emotional regulation. Following this programme, which consists of seven sessions, makes it easier to learn, develop and apply an emotional education model based on the four emotional competences of the Emotional Intelligence model proposed by Mayer and Salovey (1996), as well as other related skills such as empathy, assertiveness and problem solving. The emotional education model suggested by the authors incorporates three fundamental cross-cutting elements. Framed in a humanist-existential paradigm, the programme proposes dialogue as a fundamental tool for learning, which is developed in a sequence that begins with the exploration of the experience, continues with its understanding or symbolisation, and ends with the transfer and application of what has been learned to other areas of life. The book concludes with a summary of the benefits observed by teachers participating in a pilot study on the implementation of the programme.

Emotional education manual for educators

10vida

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It is an evaluation and intervention programme for the socio-emotional education of adolescent patients with chronic illness and their family caregivers in an online format.  The 10Vida Programme is a psychological intervention that aims to improve emotional adjustment, their coping with their illness, adherence to treatment and the awareness and empowerment of their strengths in adolescents with chronic physical illness and their families.  Participants will receive an intervention of seven individual sessions: five sessions with each patient and two sessions with their caregivers. For patients, the aim is to improve their emotional health, self-esteem and emotional competences, reducing their perceived illness threat. In addition, for caregivers, the aim is to improve their emotional state and reduce their burden. Indirectly, the work with caregivers and cared-for persons will improve family ties. This programme is currently being implemented with patients with type 1 diabetes mellitus in different leading hospitals in the Valencian Community.

Socio-emotional education programme for adolescent patients with chronic illnesses

EMOVERE

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This is an emotional education programme designed for affective couples, with the aim of increasing their satisfaction with their relationship and personal well-being. This is a psycho-educational intervention in a group of couples, consisting of seven sessions in which individual, dyadic and group exercises are worked on in a practical way. The aim of the programme is to learn intra- and interpersonal emotional regulation skills, as well as other useful skills for the positive development of the couple, such as strengthening a secure bond, assertive communication, conflict management, active listening and emotional validation, among others. In order to achieve the objectives, the programme uses an experiential methodology based on meaningful learning. The results of the empirical application of the programme indicate that it is effective in increasing emotional self-regulation and regulation of the partner’s emotions, trust and intimacy in the relationship, as well as satisfaction with the partner.

Emotional education programme for couples

CRECIENDO Programme

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As a contribution to society, the EMINA group designs, implements and evaluates programmes for the development of socio-emotional competences in different age and social groups. Within this framework, the CRECIENDO programme was proposed, aimed specifically at adolescents with behavioural problems. The programme is based on the emotional competence skills and descriptive decision-making models. Its elements aim to train adolescents in self-awareness, social-emotional competence, ethical decision-making and social awareness. The CRECIENDO programme, by means of dynamic methodologies, works to improve subjective well-being, reduce negative emotional symptoms and contribute to the development of positive life plans. It also aims to raise awareness and encourage the participation of professionals in socio-educational centres on the importance of emotions for the mental health of problematic adolescents.

Developing emotional competencies and decision-making in adolescents with behavioural problems