Emotional education is a response to social needs that are not sufficiently taken into account in common school plans, including anxiety, stress, depression, violence, drug use, suicide, and risky behaviors, all as a result of emotional illiteracy.
As its name suggests, emotional education aims to develop emotional skills, which are the set of knowledge, skills, abilities and attitudes necessary to become aware of, understand, express and properly regulate emotional phenomena.
- Emotional skills include emotional awareness and regulation.
- Emotional autonomy.
- Social skills.
- Life skills.
- And well-being.
The development of emotional skills requires continuous practice, so emotional education must start from birth and be present throughout life.
Therefore, it must be present in early childhood education, basic education, high school, family education, adult education, and be taught in media and socio-Community organizations dedicated to the elderly (Bisquerra, 2011).
Does resistance or suppression of an emotion cause pain?-Frederick Dodson-
Daniel Goleman, psychologist, author of the book Emotional Intelligence (1995) and founder of the Cooperative for Academic, Social and Emotional Learning (CASEL), is one of the greatest authorities in the field of emotional education, emphasizes that we must learn to control our emotions, especially stressful and disabling ones.
This is because we always enter the emotional world, although many times we cannot identify the type of ground under our feet, so everything we learn is conditioned by our emotional state.
We’ve been living with emotions since we were born. In fact, they play an important role in the construction of our personality and social interaction, in addition, we live emotions in any space and time, with family, with friends, with our entourage, with colleagues, with school, with educators, among others.
School is another area of knowledge and experience in which emotions develop, in fact, education means considering the integral development of people in terms of their cognitive, physical, linguistic, moral, emotional and emotional abilities (Cass, 2005).
“It is very important to understand that emotional intelligence is not the opposite of intelligence, it is not the triumph of the heart over the head, it is the intersection of the two. ” – David Caruso-
Well-being has a personal and social dimension. It is a reality, and working with it allows us to transcend the short-sighted vision of individual well-being to orient ourselves towards the integral development of people in their respective organizations. The objective is social well-being in interaction with personal well-being. (Bisquerra, 2011).
Recent research shows the positive effects of emotional education. The general conclusion is that the systematic development of emotional education programs that meet the minimum quality and time of dedication requirements has a significant impact on people’s integral development.
Remember that emotional skills are among the hardest to acquire, a normal student can learn to solve problems involving high school equations, however, it takes years of training to automate impulsivity regulation in angry situations (and to prevent violence). one of the challenges of emotional education: to dedicate the necessary space to it.
In the current state of knowledge, a good space can be configured by weekly sessions of 45 to 60 minutes throughout the course, for several years (Bisquerra, 2011).
Change your attention and you will change your emotions. Change your emotion and your attention will change places. -Frederick Dodson-