"Working on emotional intelligence from childhood allows in adult life to better manage emotions and be more resilient in adverse situations. In addition, financial aid to prevent violence in its various manifestations". These are the words of Vanesa Galego, Doctor of Pedagogy of the Education manager Program of the Botín Foundationat the framework of the I meeting 'Academia and Society'organized by the Institute for Culture and Society (ICS) of the University of Navarra with the sponsorship of Zurich Insurance.

The expert affirmed that emotional intelligence plays a role core topic in the Education of children and adolescents: "The emotional and motivational factor is fundamental for them to be able to learn in a satisfactory way and to be able to relate to their peers and the rest of the educational community."

Vanesa Galego emphasized that the teacher is a model core topic . "He must manage his own emotions, working on stress professor and the emotions that are most frequently activated in his work (anger, anxiety...). He must also teach children to regulate their emotions and to channel them appropriately".

On the other hand, he stressed the relevance of seeing the intervention in an integral way, so that "a systematic and visible work of emotional and social competencies can be carried out within classroom". In this sense, he bet on working with the family and the rest of the educational community.

 

development affective, development cognitive and social skills

Finally, he referred to the Botín Foundation's Education manager Program, which is carried out in close collaboration with the Department of partnership Education of the Government of Cantabria and in which 160 schools in Cantabria, Madrid, La Rioja and Navarra participate.

The pedagogue explained that this initiative works in three areas: the affective and emotional development (self-esteem, empathy, identification and emotional expression), the cognitive development (emotional self-regulation or self-control, responsible decision making, positive attitudes towards health, universal values...) and social skills (interaction, self-assertion or assertive civil service examination ). And, in parallel, creativity is also worked on in all of them.

"Our areas of intervention are the family, the community and the school. In the latter, we provide resources to academic staff so that they can apply them at classroom. We provide them with training, we follow them up and we carry out an external assessment of the process," he pointed out.

Vanesa Galego made these statements on the occasion of his discussion paper 'Education emotional and healthy growth of children and young people' in the roundtable 'Emotional competences in family and educational environments', the first of three planned within the I meeting 'Academy and society'. This forum, which is open to all citizens, is organized by the project 'Emotional culture and identity' of the ICS and has the support of sponsorship from Zurich Insurance. It seeks to analyze the construction of healthy emotional contexts both in the field educational and in the medical attendance and business.