MODULE: Emotions and Inner Comfort SUBJECT TITLE: Emotional intelligence Gintarė Joteikaitė
Subject title
Purpose of the activity
Emotional intelligence To introduce participants with the principles of operation of the square of emotional intelligence and to teach young people to apply them in everyday life.
Duration:
2-4 hours.
Location and tools
The presentation requires a projector, writing board, paper and writing tools for participants as well as tables, chairs and „Dixit“ game cards.
Number of participants
Acquaintance/ team building methods
10-20 participants.
„Dixit“ game cards are used. At the beginning of the session, participants are invited to choose a card with a picture that best reflects their emotional well-being over the past month. Each participant introduces himself/herself and says why he/she chose exactly that card. A person who is leading the session asks participants to keep these cards until the end of the session. It is suggested to form practical tasks for the corresponding theoretical part, in order to encourage participants to delve into each of the four parts of the emotional square. Participants can answer the questions in the tasks individually, by answering them in writing only for themselves, or in groups, in pairs orally (this will strengthen the connection between the participants).
I
Practical tasks
I UNDERSTAND
CONSCIOUSNESS
Answer the following questions for yourself: 1. Do I like the person I became? Why? 2. How do I rate my current quality of life? Why so exactly? What do I need to improve my quality of life? 3. What do I have to deal with every day? In what ways do I do this? What are the results?
OTHERS
EMPATHY
Answer the following questions for yourself: 1.
2. 3.
4.
I CONTROL
SELF-REGULATION
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Participants are invited to choose any story of their life when they have experienced strong destructive emotions, and to describe the emotional state of that situation. Tell how they dealt with their inner emotions. Are all the emotions released at this moment? Were all the emotions regulated and controlled? What positive life lesson did this situation teach them?
In what cases is it easy (good) for people around me to communicate with me? What factors determine that? How do I understand that it is easy (good) for people around me to communicate with me? In what cases is it difficult for people around me to communicate with me? What factors determine that? What decisions do I make when I realize that the people around me are having a hard time with me?
INFLUENCE Participants are invited to assess their level of leadership and influence. What determines leadership or lack of leadership expression? How do they feel about it? Are they satisfied with the current situation? If they are not satisfied, what should they do to change the situation? It is also possible to review a list of different wellknown world leaders and discuss what led to their leadership and emotional impact.
