Emotional Mind

    Emotional Mind is a training program of the social-emotional skills that we analyze in the Socioemociogram. Through this training, we teach the student how to regulate his emotions, improve assertiveness and choose the most appropriate social strategies.


    Author: Gemma Filella - University of Lleida

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    Socio-emotional factors intervention programme

    Emotional Mind is not an analysis test, but an intervention program focused on improving the indicators of the "Socioemociogram" such as:

    • Empathy
    • Assertiveness
    • Interpersonal Emotional Regulation
    • Teamwork
    • Emotional Sincerity

  • Indicators we developed with Emotional Mind

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    Emotional Sincerity

    📌Emotional Scale

    📋 Individual per student


    The mental dictionary (vocabulary) is made up of the language units (words). The student who has a reduced vocabulary is limited to process information and therefore his learning is reduced. From 4th grade onwards it is important to increase the abstract vocabulary so that learning skills are increased.

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    📌Emotional Scale

    📋 Individual per student


    It is the awareness of the feelings, needs, concerns of others, and even the understanding of the physical and psychological situations that another person goes through without being able to verbalize it. It is the ability to give an adequate response to others through a deep understanding of one's emotional and cognitive world, while still distinguishing between one's own self and the self of others.

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    📌Emotional Scale

    📋 Individual per student

    The concept was first proposed by Wolpe (1958) and later by Alberti and Emmons (1970), who understand it as: the behaviour that fosters equality in human relations, allowing us to act in defence of our own interests, to defend ourselves without unjustified anxiety, to express our feelings sincerely and pleasantly and to put into practice our personal rights respecting the rights of others.

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    Interpersonal emotional regulation

    📌Emotional Scale

    📋 Individual per student


    It refers to the ability to properly manage the emotions of the people around us. It is proven that we try to change the emotional state of the people around us, either so that they feel better (before a loss, a displeasure), or so that they feel worse. In short, it consists of not allowing ourselves to be carried away by the first emotional impulses, because we are aware of the personal and social consequences that would have to accommodate the impulse.

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    📌Emotional Scale

    📋 Individual per student


    It involves taking advantage of collective talent, produced by each person in their interplay with the others.


    The development of teamwork is a spiral process, the effectiveness of which depends on the extent to which the group also contributes to the personal development of its members.

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    Conflict resolution

    📌Emotional Scale

    📋Individual per student


    Conflict is inherent in nature and occurs in all areas of its development. If, when a conflict appears we know how to redirect it and we know how to analyse what causes it, we are in a moment of personal development. Now, when the conflict appears, what response do we give? This subscale refers to "the passage from a painful emotional state, produced by opposing and contradictory desires or interests, to a state of well-being and tranquillity on the part of all those previously involved in the conflict situation" (Repetto, 2007).

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    Group influence

    📌Social Interactions

    📋 At group level

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    Group rejection

    📌Social Interactions

    📋 At group level


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    Group integration

    📌Social Interactions

    📋 At group level

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    Cohesion of the group

    📌Social Interactions

    📋 At group level

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    Emotional Mind is a program that is applied in the classroom

    • Minimum of 10 sessions
    • Maximum of 20 in each academic year
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    We just need:

    • A projector 
    • A computer 
    • Internet
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    Aimed at students from 1st grade to high school

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    Reducing bullying through prevention

    Emotional Mind manages to create an empathetic look towards the students who are having a hard time. Bullies, on the other hand, feel the rejection of the group thanks to the dynamics of the program.

  • What is a session like?

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    09:00 AM

    We selected the challeng

    We have enough number of challenges for the whole course. We will select the one that interests us the most.

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    09:05 AM

    We performed the simulation of the conflict

    In the simulation of the conflict we simultaneously rely on:


    • Comics that are projected
    • Role-play made by the students themselves.
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    09:07 AM

    Identification of emotions

    Now students will analyze the emotions they have felt while living the conflict as if they were the characters. With this, we favour the improvement of the emotional vocabulary and the emotional self-diagnosis.

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    09:12 AM

    Application of the “traffic light” technique

    Focus on "stop" training before choosing the most appropriate emotional regulation strategy.

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    09:14 AM

    Selecting the right emotional regulation strategy

    After "stopping", we explained to the students that there are several techniques of emotional regulation prior to action, and asked them which of them would they carry out in that situation.

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    09:18 AM

    The action

    At that point we set out different alternatives:


    • Passive
    • Aggressive
    • Assertive
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    09:20 AM

    We analyze the consequences of every action

    We explain why the assertive response is the best and the consequences that aggressive and passive responses could have.

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    09:25 AM

    Assertive resolution

    Back to the comic book and role-play with the students, we show how the successful assertive conflict resolution can be.

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    09:30 AM

    Analysis of pleasant emotions after successful resolution

    The emotions we now identify are the "prize" for a successful conflict resolution. It is important that the students recognize and appreciate them.


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    09:35 AM

    Final debate

    Finally, a series of discussion questions are presented and the social-emotional aspects previously analysed and developed are deepened.

  • What a step-by-step session looks like

    With these videos you will be able to understand the operation, the functionalities and the scope of this program.

    Step 1: Login

    Step 2: Emotional Awareness

    Step 3: Traffic light technique

    Step 4: Thinking of the best strategy for emotional regulation

    Step 5: Assertive response

    Step 6: Closure of the process and end of the session

  • Why is this program important?

    For teachers

    • Reducing conflict in class.
    • Reduction of emotional intensity.
    • Reducing disruptiveness.

    For parents

    • Emotional education influences all areas of a student's life. The fact that they know how to regulate their emotions translates into a better emotional climate at home.
    • In addition, the Emotional Mind program, together with the measurement tools, drastically reduces the possibilities of bullying or conflictive situations, giving families peace of mind.

    For the management tea

    The use of Emotional Mind leads to the achievement of the Eduqatia certification "International Network of Schools for Coexistence", which offers a competitive advantage to the school against other educational centres in the area.

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    El Eje Cognitivo-Socioemocional de Habilmind nos permite tener una vista del punto de partida del centro educativo. El eje "Y-Emocional" tiene en cuenta el "Cociente Emocional" generado con las pruebas de Habilmind. El eje "X-Cognitivo" se basa en un índice general obtenido a través de las pruebas cognitivas.

    - Cuadrante 1: Los alumnos en este cuadrante presentan buenas habilidades cognitivas y socioemocionales
    - Cuadrante 2: Buenas habilidades socioemocionales, pero ámbito de mejora en las cognitivas.
    - Cuadrante 3: Buenas habilidades cognitivas, pero ámbito de mejora en las habilidades sociales.
    - Cuadrante 4: Ámbito de mejora en habilidades cognitivas y socioemocionales.

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    El objetivo es llevar a los estudiantes al "Cuadrante 1"

    Mediante el desarrollo de habilidades cognitivas y socioemocionales:

    1. Desarrollo de habilidades cognitivas
    2. Emotional Mind

  • Explanatory videos

    With these videos you will be able to understand the operation, the functionalities and the scope of this program.

    Program description in 7 minutes

    Description of the program by the educational youtuber Eduardo Sáenz de Cabezón; mathematician, Professor of Languages and Computer Systems at the International University of La Rioja and renowned specialist in scientific monologues.

    Experience in a school

    Openclass of the International University of La Rioja in the Montesclaros School of Madrid; user of Emotional Mind and who attends to emotions with special interest.

    Video of a live session

    Gemma Filella, author of Emotional Mind, applies Emotional Mind to high school students in Madrid.


    Duration 38 minutes.

    Gemma Filella

    She holds a degree in Philosophy and Letters (Pedagogy section) and a Phd In Educational Sciences. She is a lecturer in the Department of Pedagogy and Psychology at the University of Lleida. Coordinator of the Postgraduate Course in Emotional Education at the University of Lleida. She teaches Research Methods in Education and Professional and Educational guidance.


    Coordinator of the Research Group in Psychopedagogical Orientation at the University of Lleida.

  • How do I access Emotional Mind?

    Access mode to start an Emotional Mind challenge

    The role of emotions

    This video is part of Emotional Mind's teacher training. In it we explain what emotions are and the importance of regulating them before giving an answer.

    Emotional competencies we develop

    The following video describes the 5 emotional competencies that are developed with Emotional Mind.

    Interview Rafael Bisquerra

    Interview with Rafael Bisquerra, Professor of Psychopedagogical Orientation; He holds a Bacherlor’s Degree in Pedagogy and Psychology. Founder and first director of the GROP (Grup de Recerca en Orientació Psicopedagògica) at the University of Barcelona.

  • More information

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    Theoretical basis

    Access the complete documentation with the pedagogical foundation and justification of the program.

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    Types of challenges

    Typology and theme of Emotional Mind's challenges.

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    Role of the Observer

    Why is it important to work with the figure of the observer in the challenges of Habilmind?

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    Application manual

    The use of his manual is optional. You can access the same information in the videos.

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    Recommendations for teachers in the application

    Some useful and practical advice.

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    General recommendations for discussion

    The debate is an important part of the programme.

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    Monitoring and results

    Emotional Mind has a control panel to monitor the use.