During the first phase of the project, partner organizations analysed the incorporation and inclusion of Emotional Intelligence in different training programmes. The main instrument used to collect the information was an online questionnaire created jointly by the entities.

A text has been written for each country including similar information, although the contents have been adapted to the idiosyncrasies of each country and reality. All texts will be included in the e-Book of the project. However, here you can find a very short introduction of each analysis:

SPAIN:

Since 1997 that Emotional Intelligence was defined for the first time, a series of transformations have occurred in Spain so that this ability, focused on emotional development, is implemented in the different areas of our life (work, personal and social) and throughout our lifespan. Some organizations and institutions carried out in our country different actions to develop EI in different environments; in particular:

  • Marcelino Botín Foundation;
  • Diputación Foral de Gipuzkoa;
  • Gobierno de las Islas Canarias;
  • Universidad de Málaga;
  • Universidad de Barcelona;
  • INTEMO and INTEMO+ Programmes;
  • REMO: Reload Emotions.

PORTUGAL:

Based on the consistent positive results in the field, the development of training programmes on EI has been gradually increasing in Portugal. However, most of the training programmes on EI developed, adapted or operationalized focus on children and adolescents of school age and / or academic context (Marques Pinto and Raimundo, 2016). In general, although EI is frequently mentioned as a set of important skills in competitive professional settings, few strategies that foster adult EI skills in the Portuguese context have been identified. In particular, most adult education in the field of EI is related to the Psychology and Education curricula, organizations’ training in social and emotional competencies (for example, communication and assertiveness, leadership, coaching and conflict resolution) and personal development training included in organizational practices.

ITALY:

One of the first Italian tools for the promotion of EI is the multimedia software “Developing emotional intelligence” (D’Amico, De Caro, 2009) for children.

The software, distributed on CD-ROM, was created for different uses, not necessarily limited to the school context and consists of an assessment section and a training section. The assessment section assesses the abilities of emotional perception through the recognition of facial expressions, listening to music and the interpretation of abstract figures. The ability to use emotions to facilitate cognitive activities, to understand emotions in their transformation and in emotional mixtures and to manage them on an intrapersonal and interpersonal level are evaluated. The training section consists of activities that allow the exercise of the subject on the four areas of the Mayer and Salovey model, providing feedback.

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