Emotional intelligence workshop

The emotional intelligence classes were conducted with students from grades 1 to 3 at two secondary schools: Vocational Secondary School under Bánoš and Secondary Medical School in Banská Bystrica. In total, almost 100 pupils were included in the activities according to the current attendance.

The goal of the activities was to develop the basic elements of emotional intelligence in the students, such as self-awareness, self-regulation, empathy, social skills, motivation, self-reflection and expressing one's emotions. During the activities, students experienced cooperation with their classmates and together we followed up on topics from real life.

The activities always started with an introductory game to relax the atmosphere, to reorient within the school, knowledge-oriented environment to emotions, experiences, creating a safe environment, creating a space for authentic expression. The game was followed by a short - interactive presentation combined with a discussion. Containing theoretical information on a certain topic - for example, assertiveness. What does it mean, why is it important in life and in what areas, how does it relate to the topic of healthy boundaries. Linking to emotional intelligence in general. How students perceive it. We were interested in their opinions and experiences with crossing borders or bullying. Subsequently, in an experiential form - movement game, activity, creative drama, etc. students had the opportunity to master a specific topic.

During these activities, students had the opportunity to relax and experience a positive atmosphere in the school. We tackled topics such as verbal and non-verbal communication, self-statement, communication in difficult life situations, students' past experiences with various pleasant or unpleasant situations in life, the application of assertive and empathetic communication in school, family, and future employment. We looked for their usual ways of communicating in conflict situations and we looked for ways to solve these situations through communication and games.

Furthermore, through movement activities, we focused on defining their own boundaries and solving difficult situations from their lives at school or in the family. We investigated the level of cooperation in classes and the possibilities of finding common intersections, we looked for connections and made connections not only in linguistic and ethnic differences, but also in common differences of opinion.

The activities ended with a final evaluation, during which we asked the students: how they felt, what they experienced, what their awareness is, change - shift of opinion, self-evaluation, self-reflection. At the same time, we were interested in their current topics so that we could prepare the next meeting according to their needs. Within the topics, we relied on the latest knowledge of emotional intelligence According to D. Goleman, or Slovak authors such as M. Valihorová, J. Pilková, who deal with this topic within Slovak conditions. Through the experiential form of activities, we connected theoretical knowledge about this important topic with practical experiences and the lives of students. These topics were varied and the whole process was connected with the topic of mental health.

The topic of the mental health of young people is very topical, especially in the age group of pupils with whom we met.

Students experienced moments of peace and relaxation during the activities. Through experiential activities, they had the opportunity to see themselves and their processes and opinions, they had the opportunity to become aware of their own feelings, accept and process both positive and challenging life situations.

We implemented the activities through the Zaježovňa project, which was supported by subsidies from the Ministry of Education, Science, Research and Sport of the Slovak Republic in the field of youth work, which is administered by NIVAM - the National Institute of Education and Youth.