Purpose

The purpose of this paper is to assess the effects of a program to develop socioemotional competence (SEC) focused on self-awareness and emotional self-management as a resource for the well-being and stress relief of teachers at a Brazilian public school in a socially vulnerable region.

Design/methodology/approach

Eighteen (18) teachers took part in a participatory action research approach. The data collection techniques used were: conversation wheel, individual interview, participant observation and focus group. The emotional education program (PEEP) was conducted in ten 90-min meetings. The data were analyzed using thematic content analysis.

Findings

There were two categories identified: an increase in the teachers' self-awareness and emotional self-management skills. These findings yielded reports of improvements in their ability to deal with their own emotions, better management of the emotional demands of daily school life and positive reflexes on their well-being and teaching practice.

Research limitations/implications

Dealing better with emotions involves several skills that need time to be developed and assimilated and PEEP has been applied in a relatively short time. In addition, its application in a wider range of situations has not been evaluated.

Originality/value

This study is linked to a few others that were carried out on the effects that intervention programs had on a teacher's SEC. It was evident that following the steps of the action research enhanced the researcher's connection with the teachers, and it provided a genuine understanding of what it means to be studied. Because of this, it was possible to get a deeper understanding of teachers' emotional states, and the actions and results were legitimized by the participants.

中文翻译：

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情感教育计划：与教师的参与式干预

目的

本文的目的是评估一项以自我意识和情绪自我管理为重点的社会情感能力 (SEC) 发展计划的效果，该计划是巴西公立学校教师的福祉和缓解压力的资源。社会脆弱地区。

设计/方法/方法

十八 (18) 名教师参与了参与式行动研究方法。使用的数据收集技术是：对话轮、个人访谈、参与者观察和焦点小组。情绪教育计划 (PEEP) 在十次 90 分钟的会议中进行。使用主题内容分析对数据进行分析。

发现

确定了两类：教师的自我意识和情绪自我管理技能的提高。这些研究结果表明，他们处理自己情绪的能力有所提高，更好地管理日常学校生活的情绪需求，以及对他们的幸福和教学实践的积极反映。

研究限制/影响

更好地处理情绪涉及多种技能，需要时间来发展和吸收，而 PEEP 已在相对较短的时间内得到应用。此外，它在更广泛的情况下的应用尚未得到评估。

原创性/价值

这项研究与其他一些研究干预计划对教师 SEC 的影响有关。很明显，按照行动研究的步骤加强了研究人员与教师的联系，并提供了对研究意义的真正理解。正因为如此，才可能更深入地了解教师的情绪状态，让参与者的行为和结果合法化。