Target
PDI
Method of impartition
Online asynchronous + Presential
Language
English
Total duration
16
Presential duration
12
Asynchronous online duration
4
Program
PRIDA
Training modality
Course
Academic course
2025-2026
Edition
01
Training plan year
2025
Start date of the course
03/11/2025
End date of the course
10/11/2025
Registration start date
09/09/2025
Registration end date
18/09/2025
Sessions
| Session | Start date and time | End date and time | Aula | Location |
|---|---|---|---|---|
| 1 | 03/11/2025 10:00 | 03/11/2025 14:00 | Aula PB SFPIE | Lifelong Learning and Educational Innovation Service (SFPIE) |
| 2 | 05/11/2025 10:00 | 05/11/2025 14:00 | Aula 2.1 SFPIE | Lifelong Learning and Educational Innovation Service (SFPIE) |
| 3 | 10/11/2025 10:00 | 10/11/2025 14:00 | Aula PB SFPIE | Lifelong Learning and Educational Innovation Service (SFPIE) |
Professional profile of the recipients
All profiles
Selection criteria
Participants will be selected according to the following criteria:
- For courses with specific requirements, applicants must be verified as meeting them.
- Preference will be given to applicants who have not taken similar courses in the last three years.
- Likewise, preference will be given to those who have not taken training courses in the last three years.
- In the event of a tie among applicants based on the above criteria, applications must be submitted in strict order (date and time of submission).
UV Faculty
- Schoeps -, Konstanze
- PDI-Prof. Permanent Laboral Ppl
- Coordinador/a Curs
Organizing UV structure
Training objectives
This course is based on the ability model of emotional intelligence (Mayer et al., 2016) and aims to enhance perception of one's own emotions and the emotions of others, develop skills in understanding emotions and their impact on behavior and relationship, as well as cultivate strategies for effectively managing emotions in oneself and in interpersonal interactions. The first session is dedicated to the “natural sequence” of social and emotional learning: perceiving, understanding and managing emotions. The second session focuses on learning social competencies and their relationship to assertiveness, conflict resolution and empathy. In the third session, previous learning is applied for a more effective stress management that facilitates well-being. Didactic strategies include experiential dynamics, relaxation/meditation, individual introspection, group discussions, etc.
Competencies to be developed
|
1
|
Emotional abilities: perceiving, understanding and managing emotions |
|
2 |
Social abilities: assertiveness, conflict resolution and empathy |
|
3 |
Skills for Stress management and Well-being |
Criteria and procedure for evaluation of the activity
Attendance at the three in-person sessions and asynchronous activities
