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Database: ES12

Created On Wednesday, 12 June 2013 21:38 By José Jesús Delgado

ID Code (e. g. HU1):
Emociona’t, Programa de Educación Emocional para Mayores
ENGLISH TRANSLATION: Get emotional. Emotional Education Program for Older People
not defined
): Anna Soldevilla, Ramona Ribes, Gemma Filella y María Jesús Agulló (Departamento de Pedagogía y Psicología, Facultad de Ciencias de la Educación, Universidad de Lleida, España)

Ayuntamiento de Lleida
TYPE (SME, Company, Community Centre, Health Centre, Educational Centre, Foundation,
Municipality, governmental institution, etc):
Rambla Ferran 135 / 25007 Lleida
TELEPHONE: 973 700 621
E-MAIL: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
  In this case, please indicate the territorial
scope of the organization:

Age range:
From: N/A to N/A years Not defined
Older than: N/A years  
Gender: Unisex

4 - CHARACTERISTICS OF THE MIND FITNESS PROGRAM / SERVICE / ACTIVITY (NB: Should the program, service or activity be included into more than one category, please select the most representative category for that PSA. But, REMEMBER: THE PSA MUST BE SELECTED ONLY IN CASE THAT MENTAL FITNESS / MENTAL WELLBEING IS INCLUDED IN ITS GENERAL AIMS OR GOALS. IF NOT, YOU SHOULD NOT SELECT IT. The characteristics below are the means, not the goal)
Promoting a healthy lifestyle
Other: N/A
(EXPECTED) DURATION OF THE Programme/Service/Activity: Not defined
Begin (Month/Year, e. g. 02/2012):N/A
End (Month/Year, e. g. 02/2012):N/A or Number of weeks:N/A
Number of units:N/A
Hours per unit:N/A

The general objectives set by the program are:
a) Acquire better knowledge of our own emotions coming from adaptation to the ageing process.
b) Know and apply new strategies for emotional regulation.
c) Rise awareness and develop, if necessary, a higher level of self-esteem in our new image of old person.
d) Develop an assertive style to improve in interpersonal relationships.
e) Acquire new strategies for making decisions with regard to how spend time and accept mistakes.
Specific objectives for each thematic block:

Thematic block 1: Emotional awareness

• Reflect on the concept of emotion
• Recognize the existence of different kinds of emotions
• Be aware of the subjectivity of emotions
• Describe the kind of positive, negative, ambiguous or artistic emotions experienced when different materials are presented
• Acquire more precision in the use of their own emotional vocabulary
• Reflect on our own emotions and those of others to be aware of their subjectivity
• Share emotions with others
• Distinguish between the neurophysiologic, cognitive and behavioural components of emotions
• Be aware of the emotions felt
• Identify others’ emotions
• Reflect on the information obtained from the observation of verbal and nonverbal communication

Thematic block 2: Emotional regulation
• Define the concept of emotional regulation
• Know different strategies for emotional regulation
• Strategies for emotional regulation: distancing, search for social support, reframing, problem resolution planning, cognitive reframing, distraction
• Reflect on our own emotional regulation
• Acquire new strategies for emotional regulation
• Respect the fact that, in the face of the same event, each person can think, feel or act in a different way
• Identify the own strategies for emotional regulation facing a particular event
• Know the benefits of relaxation for stress and anxiety relief
• Carry out a relaxation session
• Identify situations that make you worry
• Know the benefits of cognitive reframing
• Apply cognitive reframing to daily life situations
Thematic block 3: Self-esteem
• Introduce the concept of self-esteem
• Recognize the indicators of balanced self-esteem
• Be aware of your own level of self-esteem and the others’
• Develop positive expectations about yourself
• Know what others value about you
• Accept the image that others have about us
• Recognize our skills and abilities
• Use strategies for others to value our skills

Thematic block 4: Socio-emotional skills
• Introduce the concept of socio-emotional skills and their types
• Know the mechanisms of interpersonal communication. Active, passive, aggressive and assertive communication styles
• Read the emotions of others from affective communication: empathy
• Recognize socio-emotional influences on our behaviour
• Reflect on our own feelings when establishing relationships with others
• Be aware of the situations when we must say no
• Develop the skill of maintaining our decision in the face of the arguments of others
• Know the concept of active listening
• Reflect on the level of listening we use and on the variables that affect it
• Develop higher level of active listening we use with our interlocutors
• Be aware of possible need for help in everyday situations

Thematic block 5: Life skills
• Reflect on our life skills related to satisfaction or subjective wellbeing experienced or shown
• Analyze our life skills in different contexts
• Be aware of the influence of values on the decision-taking processes
• Know different decision-taking models
• Know how to use the decision-taking models presented in a practical situation
• Identify the decision-taking model more suitable for you
• Develop into practice the decision-taking model chosen
• Reflect on the relationship between the concepts of freedom and responsibility
• Accept personal responsibility for our actions and decisions
• Reflect on the positive value of mistake and their negative connotation in present-day society
• Reflect on the ability for admitting our own mistakes
• Be able to communicate our own mistakes to the group
• Reflect on how to learn from our own mistakes

a.- Which materials were used?
The program is carried out in group, through a very much varied methodology. So, this methodology implies that listening to music, dramatization or video discussion and oral expositions are carried out. Therefore, as well as needing a space equipped to group meetings, audiovisual resources are required for the dynamics pointed out above
b.- Who conducted the program / service activity? (What role, what qualifications, etc.)

7 - METHODOLOGY USED (presentations, pair work, group work, peers, mentors, blended
learning, e-learning, etc.)
Work is done in small groups between 8 and 20 people. The methodology used is very much varied: oral expositions, case analysis, video discussion, relaxation techniques, listening to music, group dynamics (dramatization, brainstorming, Phillips 66 technique...), among others. The program success has led to continue the workshop through two levels: basic and advance, for those people wanting to go deeper into the subject. A description of the contents dealt with in each block according to the intended objectives is shown below:
In the first block the ability for being aware of the emotions is developed. Emotional awareness consists of knowing our own emotions (through self-observation), recognizing emotions and feelings of others, and how to express emotions through verbal and nonverbal language. For so doing, we use analysis units from the verbal and nonverbal components of the communicative act. It follows from the above that knowledge of the emotions is strongly linked to the development of language, so it is essential to increase our emotional vocabulary in order to be able to pint out our emotions and recognize and interpret others’ emotions. For older people this first block has a particular weight given their socio-cultural immersion into a context unfavourable to show their emotions (division between reason and emotion). The cognitive has always been more valued than the emotional, that is why most older people have poor vocabulary for referring to their emotional states, if we added to this that many older people have low level of literacy the problem increases,; Emotional education help to mitigate this deficit.
The second block includes emotional regulation and deal with the control of our own emotions, i.e. the answer appropriate for each emotional state. Emotional regulation can be defined as the ability to regulate unpleasant impulses and emotions, bear frustrations, and know how to wait for gratifications. Among the different strategies for emotional control we proposed relaxation and cognitive reframing –detect thinking mistakes or cognitive distortions– as techniques to be developed by older people because of their high degree of individual applicability and the improvement in the feeling of personal control.
The third block develops the level of self-esteem. We understand self-esteem as emotional dimension of self-concept. Branden (1995) defines self-esteem as confidence in our ability to think, our ability to face life’s challenges. It would be confidence in our right to feel ourselves respectable, worthy, and to enjoin the fruit of our efforts. We give priority to the development for older people of strategies for them and others to value their capacities.
The fourth block develops socio-emotional skills, by following to Luca de Tena, Rodríguez y Sureda (2001), these authors define social skill as behaviour or way of thinking that leads to solve social situations in an effective manner, i.e. acceptable to the own subject and to the social context where they are. Deficiencies in social skills are largely the causes for most interpersonal conflicts.
With regard to techniques we can use to work on social skills we include cognitive-behavioural training through positive reinforcement, dramatizations, modelling, problem-solving training and cognitive reframing. Following a psycho-pedagogic line, interest is focused on planning social interactions by promoting interpersonal relationships through cooperative learning, group dynamics or group reflection.

Finally, the fifth block work on life skills that help to experience satisfaction or subjective wellbeing at the things we daily do at home, with family, in your spare time, or in social activities. It is about providing resources that help to organize a healthy and balanced life. (Güell y Muñoz, 2003). By way of example we would include essential aspects such as attitudes open or positive to be changed; development of healthy habits; abilities of time organization, of personal effort, of decision-taking, of development of critic constructive spirit, of valuing family and friendship, of being aware of our own values, etc.



Soldevila, A., Ribes, R., Filella, G. and Agulló, M.J. (2013). Objetivos y contenidos de un programa de educación emocional para personas mayores. Emociona´t. Retrieved on 15 February 2013 from:
López-Pérez, B., Fernández-Pinto, I. y Márquez-González, M. (2008). Revista Electrónica de Investigación Psicoeducativa, 6(2), 501-522. Retrieved on 15 February 2013 from:
Taller de Inteligencia Emocional para mayores (Vídeo demostrativo). Retrieved on 12 February 2013 from: .

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