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Emotional competences.

Developing Emotional Intelligence in teachers and students

Description and main aims

Emotional and social development are key topics affecting today all sectors of our personal and professional lives. "Emotional competence" is defined as the functional capacity wherein a human can reach their goals after an emotion-eliciting encounter (The Development of Emotional Competence.
Carolyn Saarni. The Guilford Press,  NYC,  1999). Dr. Saarni defined emotion as a building block of self-efficacy. She described the use of emotions as a set of skills achieved which then lead to the development of emotional competence. Attainment of the skills of emotional competence is crucial to self-efficacy. 

This training will analyse the different perspectives on the main topic of "emotional competence" and lists emotional competence skills like the 8 defined by Dr Saarni and more recent ones:

Awareness of one’s own emotions,

Ability to discern and understand other’s emotions,

Ability to use the vocabulary of emotion and expression,

Capacity for empathic involvement,

Ability to differentiate subjective emotional experience from external emotion expression,

Adaptive coping with aversive emotions and distressing circumstances,

Awareness of emotional communication within relationships, and

Capacity for emotional self-efficacy.

In the frame of a training for professionals, teachers and educators in general a training on emotional competences starts from basic concepts which are quite obvious like "Emotional competence describes the ability a person has to express his or her own emotions with complete freedom, and it is derived from emotional intelligence, which is the ability to identify emotions. Competence is the level of skill with which someone interacts constructively with other people", developing a deeper common understanding focused on staff development. Educators train themselves in order to improve their personal and professional competences and address their learning to "learners". 

Social competence
Another individual aspect of emotional competence is the social competence, which refers to empathy towards others. It encompasses the skills we need to be successful in a work atmosphere and in relationships. It is very important to use effective communication and to know how to manage conflicts.

Teacher education, emotional competences and development education: why it matters and how to teach it. 
Teaching young people skills such as active listening, self-awareness and empathy can equip them to succeed both academically and socially.

From a side this training helps educators in general to discuss and learn more, touching partly a literature belonging to "psychology"; from the other side, it fosters the common understanding of a new needed common method based on the development of the "emotional competence" skills in learners/students with whom they daily work. While psychology has perhaps been slow to recognise the importance of such emotional capacities, recent work has  sought  to  address this  lacuna.    Perhaps  the  best-known  representation  of  this  trend  is  the work  on  Multiple  Intelligences  (Gardner  1983;  1993)  and  on  Emotional Intelligence  (Goleman,  1996;  Mayer  et  al.  2000,  Bar-On,  2002).  

In educating nowadays - in a wider European perspective - we know the EU guidelines on the new "Key competences for the lifelong learning" (Recommendation May 2018) and other guidelines based showing the need of developing other key facets like:

Active listening,

A vocabulary for feelings, 

Developing self-awareness, 

Showing empathy as being ‘with’ others, 

Managing emotions and self-regulation.

This training will help educators to learn and improve their teaching method, firstly reflecting and improving their knowledge on this topics widening perspectives and opening their actual work to new cooperations with other colleagues and international educators. 

Draft proposed program

Training modules
1) Module 1: EU policies and trends in education 
2) Module 2: Emotional competencies. Today theories and approaches
3) Module 3: Education/teaching and development of emotional competences
4) Module 4: Focus on Social competence and E.I.
5) Module 5: Developing learner's skills to express feelings and emotions. Exercises: building relationships and communication. 
6) Module 6: Design my own learning and teaching pathway



Sunday: arrival of participants, welcoming by the B&B , free time and relax
Monday, 9:30 Opening the program with a briefing from the organizers. Presentation of the team, ice-breaking games outdoors and walk to the city center. Short sightseeing in Soverato, some basic info for orienteering, history and info points. 
Lunch break. 
Afternoon session. 15:00 - 17:30. Module 1: EU policies and trends in education 
Tuesday morning. 9:30 - 12:30. Module 2: Emotional competencies. Today's theories and approaches. 
Afternoon session: 15:00 - 17:00. Continuation of module 2.
Wednesday: Morning session. 9:30 - 12:30. Module 4: Focus on Social competence and E.I.
Lunch break. Afternoon session: 15:00 - 17:00. Module 5: Developing learner's skills to express feelings and emotions. Exercises: building relationships and communication. 
Thursday: Morning session, 9:30 - 12:30. Visit to a local school. Working with teachers and students. Lunch break. Afternoon session: outdoor emotional team-building walk to Soverato Superiore. 
Friday: Morning session, 9:30 - 12:30. Module 6: Design my own learning and teaching pathway. 
Saturday afternoon, free time. Final dinner among participants to say Goodbye to Soverato.
Sunday: departure of participants.

Certification and number of days
JUMP certifies or 36 hours for 6 days course (6*6) or more if needed adding extra hours per day. Or 30 hours for a 5 days course (6*5). 
The course can be also extended to a 2 weeks course with the options 10 days or 12 days course if asked and agreed, depending on the project of the sending organization. 
10 days are excluded the weekend (5+5), 12 days are from Monday to Saturday morning (6+6). 
At the end of the training, JUMP delivers a formal certificate of attendance and the team is at disposal to fill the Europass certification document according to the EU model template and other needed documents for reporting of the sending institution. 

Costs: the cost is fully covered by the Erasmus grant. Write to to ask for information on costs and the services provided to plan your mobility project in Soverato with JUMP.


JUMP organises a training every month of the year excluded in the Christmas period.

If you're a writing a KA1 project, please, plan the most suitable period for you and your team starting from the 1 of July every year and then, when you will know if your project is approved, we will write to each other and we will confirm dates and sessions planning together. If you prefer to write and you need a formal confirmation, please write to

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