Emotional Literacy.

I acquired enthusiasm and curiosity, for the frequency and completion of the degree and master's degree in Sociology,at the University of Évora in specialization,in Human Resources and Sustainable Development,in the area of social entrepreneurship, non-formal education in social promotion,of a new paradigm in pedagogical work autonomous and independent,aiming to develop emotional and social skills,creatively in Alentejo

To consider that path, either by consulting management or consulting social and educational entrepreneurship projects: with IPDJ, with CASES; IAPMEI in partnership with ADRAL and EFES,aiming to contribute to the development of the circular social economy,locally (in Évora) in Alentejo,in order to provide opportunities for access to social innovation, emotional literacy methods and techniques,aiming at the valorization of immaterial resources of the local social capital (Évora) and also of the community of people in Évora, which shows how emotional and also social competencies are essential to the mental health of the populations.

The problem that is attempted to solve with this project, is based on the application of methods and techniques,is that of emotional literacy for mental health, being oriented towards socio-cultural inclusion and that are necessary,its application in the local community in the Alentejo,giving a fair opportunity in the development of: knowledge;aptitudes and practical practices and social inclusion,without promoting integration,insertion,socio-cultural of young people/adults who separate with social barriers that perform anti-social practices and attitudes and also at risk -,as well as those who live on specific educational difficulties,namely-failure and / or school dropout,such as those with disabilities-physical, mental,sensory-and cultural selection(immigrants/refugees by example),as well as ethnic minorities,who are handicapped accessible to a variety of opportunities,who live in poverty or at risk of it,who adopt anti-social attitudes and attitudes in promoting their well-being and star and personal and interpersonal dignity,their quality of life in the local community).

The lack of teaching emotional literacy for mental health, which is oriented towards socio-cultural inclusion, in local schools identified as a structural problem to be addressed,a resolution with the intention to:Allow or learn about mental health,for learning innovative,enhancing the possibility of learning,the preservation and cure of mental health,allowing to understand the ideal social,cultural context that influences it,on the other hand, to learn about mental health,through the potential of inclusion-oriented attitudes and behaviors socio-cultural,and the practice of isolated and collectively comprehensive mental health exercises ensure quality of life.

The target group,which will train a participant in the project in particular, and the community in general(if it promotes the social inclusion of young people and adults at risk,of exclusion and poverty who face social barriers - who suffer from anti- at risk-as well as those who live on specific educational difficulties-in teaching/or dropping out of school, such as people with disabilities-mental,physical-and immigrants, as well as those who suffer from cultural segregation in ethnic minorities,in relation to access to opportunities in personal and professional life,in promoting their personal well-being and dignity),by: knowledge,skills and competences in emotional literacy, which they capture or exercise and exercise, a defense and application of aggregate solidarity values practiced.

Innovation in teaching and learning (especially in the emotional paradigm), through development and dissemination,in the application of methodological practices,in teaching and emotional learning techniques,through support and preservation, in the fullness of mental health(through prevention and also in healing)of fragile social audiences,in getting involved in a set of didactic activities such as the development of motivation, by promoting the encouragement of civic participation and the exercise of active citizenship in the local community (promoting social inclusion for young people and adults at risk of exclusion that separates with social barriers-that perform antisocial and deviant actions and attitudes - as well as people living with specific educational difficulties - failure and/or school dropout,such as people with disabilities-physical,mental, sensory-as well as cultural segregation in ethnic minorities,who have less access to an activity of opportunity,promotion of their well-being and dignity) in in particular,and in regional society in general.as well as those who live on specific educational difficulties such as unsanitary and/or school drop-out,such as people with disabilities- physical,mental, and sensory - as well as cultural segregation in ethnic minorities,who often suffer difficult access to a situation of access to opportunities,promotion of their well-being and dignity)in particular,and in regional society in general.

In local communities,in the interior areas of Alentejo (Évora), as well as other young people are directly benefited,young people aged between 16 and 30 years of age who are studying and/or working (or not), in the normal education,or recurrent,basic and secondary education.

The beneficiaries of the communities intend to serve young people and adults,(mainly those who are subject to social and cultural exclusion,as well as those who are in a situation of poverty(absolute and/or relative),as well as those who are at risk in these situations required conditions.

It is intended to benefit the local community in Évora(mainly young people and adults at risk of socio-cultural exclusion)to access an opportunity to train themselves through emotional and social skills,a set of educational and playful activities,with participation in a logic of non-formal education,for its own purposes of promotion and development of emotional and social intelligence(and its inherent competences)applicable in the relationship and social interaction to increase this form,conditions and conditions, for prevention and treatment of mental health ,in these communities in particular and for a society in general,a whole.

Relate to the concrete effects of the project, on emotional literacy for mental health oriented to socio-cultural inclusion, aiming at the participants of the following processes: conceptualizing or elevating the participants to: emotional self-knowledge; emotional self-control; an orientation; a positive perspective; an empathy; an organizational awareness; an influence; the coach and mentoring; an administration of conflict management and resolution; cooperative and supportive teamwork; inspired leadership; perceiving as emotions (their and others), to reason beyond that as emotions (also as yours and as forums); understand what emotions mean and manage emotions.

The context in which the current project arose,occurs in the interior of the Alentejo,demographically occurs a region,with low population density(few young people)due to the occurrence of occurrences,and migrants, economically assuming a territory,poor(decreasing in existing resources and immaterials )culturally, a teaching model,and traditional learning,used by a logical-rational paradigm,without a complementary approach,that promotes the balance of a teaching and emotional learning model and,therefore,is not the development of:knowledge;inclusive and emotional and social skills for young people without promoting mental health for socio-cultural inclusion of young people who are separated with social barriers -which perform in anti-social and risky behaviors and attitudes-,ess access to equality of opportunities,promoting their well-being and personal and interpersonal dignity).who had less access to opportunity opportunities,promoting their well-being and personal and interpersonal dignity),who had less access to experience opportunities,to promote their well-being and personal and interpersonal dignity),as well as, less access to an opportunity opportunity, promotion of their well-being and personal dignity and interpersonal).

At the origin of the project,verified,by inspiration, and motivation to participate in the Association of Liberated Youth,with the participation of awareness and training actions of the local community:schools;NGOs;social solidarity institutions,about educational innovation in new methods and practices(especially emotional),as well as the need to promote and contribute to an innovation in teaching and learning(particularly emotional teaching),by developing and disseminating, a practice through methods,and teaching and learning techniques of innovators emotional,able to apply and preserve,in the fullness of mental health(its prevention and also in the cure of mental illnesses)of people who are impaired in participating,using a set of ludic-didactic activities such as the development of motivation,intrinsic and extrinsic.

The interior region of Portugal, being an area that receives job offers, due to the effects of rural growth and general mortality of the population, originating young people abandoning school/university life,to enter the limited labor market.However, there are few young people who stay in their homeland,giving rise to the same rights for urban areas with more offers.

On the other hand,we have young adults,adults who reach situations of unemployment,precarious employment,poverty and social and economic need.These factors sometimes give rise to a feeling of deprivation/ exclusion/poverty(absolute and/or relative) society and potential,or worsening of mental illnesses,namely:psychoses;neuroses;paranoia, depression,schizophrenia(due to the fact that there is still emotional illiteracy).
We try to organize our project of an interventional and preventive nature, in its application in order to train an upstream community,and a just society, with an innovative offer perspective,regarding the teaching method and technique in the region in general and local in particular.

Emotional literacy for mental health, oriented towards socio-cultural inclusion in three essential stages:allowing to learn about mental health,why and for what, and how to preserve and rehabilitate(or develop);understand their ideal social,cultural context that influences mental health;on the other hand,to learn for mental health,to enhance attitudes and behaviors,in how to use skills oriented to socio-cultural inclusion,to perform mental health exercises and collectively understood(with a view to participation and increase social inclusion -cultural).

As a key challenge,they have motivation and involvement,a project group for the participants, a manifestation of their feelings and thoughts, part of their emotional experiences in relation to the state of mental health;promoting a predisposition of attitudes and executing and understand the role of emotions in everyday life, stimulate them to share insecurities and fears, in relation to revealing emotions,to others,establish a connection between they manage, and react to emotions according to the reality they live in;develop critical and reflective questioning about prejudices and emotional stereotypes;for promoting awareness of the added value(benefits)of emotional intelligence for health and for empowering participants of current possible mental illnesses.

Intends to benefit a local community,giving them access to an opportunity to train themselves as emotional and social skills through a set of pedagogical activities,the logic of non-formal education,which in turn,aims to promote and develop emotional intelligence and social(and its competences)applications in the relationship and social interaction to increase forms,general conditions,for a treatment and treatment of mental health,communities in particular(to promote a social inclusion of young people who are separated with social barriers-who present behaviors and antisocial and also risky attitudes,as well as those who live on specific educational difficulties and early school leaving,such as people with physical, mental,sensory disabilities-and their socio-cultural segregation communities in particular(promoting the social inclusion of young people who are separated by social barriers-who exhibit anti-social behaviors and attitudes and also at risk of poverty and exclusion.

My past experience,the way it was created,starting from this project,is constituted as follows:having acquired experience in the construction of socio-organizational,and socio-educational diagnoses(in the detection of social/cultural and educational problems and needs)in Private Social Solidarity Institutions(IPSS),social entrepreneurship cooperatives and socio-cultural associations.

In the organization of strategic planning,directly of emotional intelligence(based on the methodology of non-formal education),on the other hand the application of transforming social impact assessment in local communities.

O que outras pessoas estão dizendo

There is a primary educational need,not to fill a teaching gap,which is useful with emotional literacy,which is barely visible as signaled and applied, without a real model of real teaching;therefore,it is an approach in this sense,or pedagogical complementarity with the eminently current rational teaching(thinking by deductive inference-general to particular),and thinking by inductive inference, especially by general),through emotional pedagogy,based on methods and techniques non-formal education, intended as a contribution of Skills, and interpersonal skills (emotional intelligence), stimulating the empathic psychosocial profile(altruism,philanthropy and sensitivity to other people).

This set of non-formal education activities,developed in a physical structure, that is,contemplating:level of complexity of application of the development activity;the required number of participants;the title(category) of the corresponding activity;the corresponding theme(subcategory of the title); the time needed for preparation; the objectives or objectives to be achieved (without reason,for what and how?); no material needed to develop and apply non-formal education activities.

For the time being,the present set of emotional literacy activities oriented towards mental health for social inclusion,using non-formal education methods,emphasizes mainly as freedoms, human rights security, use of the capacity for valuing the clinical spirit,and capacity for reflection of young people about needs, problems that exist,in relation to the current socioeconomic and socio-cultural reality,and what useful methods and techniques are useful for this purpose.

Non-formal education, considered as an area of pedagogy, which is not limited by the traditional canons of postmodern education,states that it is as an area of important importance,due to the fact that it contributes to an appreciation of emotional practices:empathy(ability to reverse any other); a resilience(perception or error as a time to learn);a practice (activity,an attitude and behavior,how to plan a regular action, be reactive during the effect);having the ability to manage and administer as emotions with responsibility);a self-awareness(faculty of identification,recognition of different emotions and knowing how to react).

This set of non-formal education activities,developed in a physical structure, that is,contemplating:level of complexity of the application of development activity;category title) of the corresponding activity;the corresponding theme(subcategory of the title);the time needed for preparation; the objectives or objectives to be achieved (your reason, why and how?);some necessary material(personalized resources used for the application of the activity),this information being indispensable in the development and application of non-formal emotional literacy education activities for mental health.

This project currently serves 50 people,applying 50 weekly consultations per questionnaire, automatically administered to automatic users,which are the benefits of emotional literacy activities for mental health. In order to offer perceived satisfaction and bio-social-social well-being in particular, to guarantee the quality of life in general, the community of people covered by the project,made a second,no example of one of the months an analysis and treatment of data: socio-demographic variable:gender,there was a predominance of project beneficiaries of gender: male (60%),variable variable:age,constancy of most project beneficiaries, detention <35 years of age (55.0%).to the socio-demographic variable:Literary qualifications verified in the majority of the beneficiaries of the project,holder of the 12th year(Secondary Education), ciphering us (80%). In the meantime, do not respect a socio-demographic variable: Place of residence, register if with most of the project's beneficiaries,live outside the walls (that is, walls forums),amounting to around 95.0%),In one year, it is intended to contemplate the present project with about 100 people,but in a 5-year perspective, estimate or which project to reach about: 210 people.

This way,one can consult,the objectives of emotional literacy activities,for mental health,oriented towards socio-cultural inclusion, in the methods and techniques of non-formal education,in the next year and the next 5 years:

- Allow agents in formal education contexts (secondary schools/centers of the University of Évora),an emotional pedagogical approach geared to the biopsychosocial well-being of young people and adults;

- Promote and develop related and interpersonal skills, and thus empower, as emotional and social skills(related not to the faculty of reason,or, understanding,before the will);

- Sensitize students,teachers to a teaching (emotional) paradigm complementary to the current(rational)classic paradigm;

- Support education for emotional/social literacy through non-formal education methodologies and techniques;

- Deconstruct stereotypes and prejudices,in relation to techniques aimed at the development of volitional faculties(emotional and social intelligence).

- Stimulate a creative,innovative and inventive capacity of young people and adults,in their personal and professional daily lives.

Meanwhile,we can mention that emotional literacy for mental health, oriented towards social inclusion,is applied in methods and techniques of non-formal education,and its activities used at three levels:

 - Learn and apprehend,about Non-Formal Education, the knowledge of why (in the reason of applying?),Not for what (what is the end of destiny?);No how (how does it apply?);In the who (what are the destinations for whom you want to reach?),And when (what will be the temporal temporal moment in which it will apply?).

As barriers to achieving the project's objectives, primary techniques (voluntary participation allowed, community for cooperation in the emotional literacy project for mental health oriented towards socio-cultural inclusion, for development) are not allowed - neither allowed nor cultural have thought to develop a number of activities compatible with our human and financial resources.

However, after 6 months of the first '' Pilot Year '', check some of the activities that have no adherence or not only, adapt them to the activities and needs of the community. However, another very dangerous barrier, the financial availability, because a economic sustainability and its lasting practical viability, dependent on part of the economic and financial availability, oriented to the payment of wages of human resources (technical work team) that it created and uses, as project activities, how to acquire logistical material for as emotional literacy for mental health oriented towards socio-cultural inclusion.

One way to overcome these barriers would be to,on the one hand,estimate resources,materials or objects used for pedagogical-pedagogical activities - for each emotional literacy activity for socio-cultural mental health,human resources are allowed for the first year,invest economically,for the operationalization of activities.

However,as emotional literacy activities for mental health, oriented towards socio-cultural inclusion of a large scale(eminently collective),they must be requested to the Eugênio de Almeida Foundation, which makes available to us some of its first members not in its Volunteer Bank,office supplies that are often used and integrated by single members and as coworking jobs,have no further cost associated with renting or buying a building.

In the second,third, fourth and fifth year,if the 'Project Year' has exceeded the discount,you will start investing in improving the activities of durable and sustainable materials. of the Liberated Association,associated with a network partner,In our early years,will be self-sustaining and liable to exceed and jewel(contributions from members),sponsorship,through application for national funding projects and crowdfunding campaigns, contributions for payment or payment of staff(who works part time and full time), as a legal reserve and for(diverse)training of members of the Liberated Association.

However,another contributing factor to sustainability, this project, is related to the network/and its inherent partners (especially in the regional professional school of Alentejo (EPRAL)),and in the Commission for the Protection of Children and Youth of Évora (CPCJ )that applies the Libertada Association's business plan in the medium/long term.

In this way,consult sustainability based on work, based on objectives and goals,based on results achieved weekly,value an impact assessment carried out to confer credibility and legitimacy,but on the other hand,cooperate in an organization network of in the execution of the plan to be carried out.

Don't worry,with economic sustainability, the present economic project of the project would be through the Youth Support Program (PAJ),promoted and supported by the Portuguese Institute of Sport and Youth (of Évora),this support program for the operationalization of the activity plan from Associação Liberamente,through the emotional literacy project for mental health oriented towards integration,inclusion and socio-cultural insertion.

Estimated EXPENSES: Description Amount

  Value description

- TOOLS AND UTENSILS (HARDWARE AND SOFTWARE) Sageon

€ 95.88

- SOCIAL CAPITAL Each member has access to 300 euros at the beginning.

€ 1500

- TREASURY SUPPORT: (WAGES AND OTHER CURRENT EXPENSES)

2 months of gross premiums - 700 (monthly: 3500) Monthly social charges (social security + occupational accident insurance)

€ 11 062.70

- ADMINISTRATIVE EQUIPMENT: Computers and printers

$ 0.00

- Fixed expenses: (Electricity and water)

€ 81.42

  - TOTAL:

€ 12 740.00

In relation to future (hypothetical) sources of revenue, for sustainability in relation to services, the following are:

Segment (variable) Average value (per sale) BootCamp activity / Institutions 500 €

Arts workshop - free painting / private users

  € 50

Arts workshop - creative design / Private users

  € 50

Arts workshop - free painting / students

Arts workshop - creative design / students

  € 25

Non-formal education workshop / students

  € 25

Non-formal education workshop / private users

  € 50

Non-formal education workshop / Institutions 400 €

Arts Workshop / Institutions 400 €

PT Package - Personalized Training

$ 0

Arts Workshop - Users in Partner Institutions

$ 0

Non Formal Education Workshop - Partner Institutions

$ 0

PT Package - Group Lessons for Private 35 €

PT Package - Group Classes - Cooperating Users

  € 10

Complete package / Users minimum income

  € 10

Non-formal education workshop / Users minimum income

  € 10

Arts workshop / Users minimum income

  € 10

Complete package / senior users (+60 years)

  10 €.

(We are not a revenue-generating entity).

As for sustainability,make a real prospective project with the possibility of recovery beyond 12 months in duration,having as reference or support the Youth Liberation Association,logistics and economy,framing in an activity plan that provides support over time and in space,locally understood. However,another contributing factor for sustainability in practical operation, this project,is related to the network/partners (particularly in the Alentejo regional professional school) (EPRAL),and in the Commission for the Protection of Children and Young people from Évora (CPCJ) who use or plan activities of the Liberated Association without medium / long term.Based on results achieved weekly,evaluating an assessment of positive transforming impact on the well-being and quality of life of the participants,carrying out for verify credibility and legitimacy, but on the other hand,cooperate in an organized work organization with part of s interested in pursuing the activity plan (inspired and motivated by European values) to be implemented.

Economic sustainability, the current economic project of the project would be through the Youth Support Program (PAJ),promoted and supported by the Portuguese Institute of Sports and Youth, this program contributes to the operationalization of the activities plan of the Associação de Jovens Libermente,through of the emotional literacy project for mental health and guidance for socio-cultural inclusion, as well as sponsorships of philanthropic events, such as the holding of quarterly crowdfunding campaigns at PPL Portugal,with the target value of: 6000 € = 6,763.94 $ .

Estimated EXPENSES: Description Amount

  Value description

- TOOLS AND UTENSILS (HARDWARE AND SOFTWARE) Sageon

€ 95.88

- SOCIAL CAPITAL Each member has access to 300 euros at the beginning.

€ 1500

- TREASURY SUPPORT: (WAGES AND OTHER CURRENT EXPENSES)

2 months of gross premiums - 700 (monthly: 3500) Monthly social charges (social security + occupational accident insurance)

€ 11 062.70

- ADMINISTRATIVE EQUIPMENT: Computers and printers

$ 0.00

- Fixed expenses: (Electricity and water)

€ 81.42

  - TOTAL:

€ 12 740.00.

The objectives of the project are based on:Contribute to dynamism in young spaces, through social innovation;Eradicate requirements and problems related to mental health;Training young people to create emotional intelligence and social intelligence;Internship in process practices for integration,inclusion and insertion of young people in the local community; Valuing and transmitting emotional literacy; Prevention and treatment of mental health in young people.

The results they achieve are directly related to the objectives outlined in strategic planning,which are guided in the application of emotional literacy methods and techniques, aimed at mental health.The expected (positive) impacts of this project are based, from a perspective significant increase in emotional literacy,on the other hand, in effective improvement for mental health,and in the development of emotional and social skills (individuals and collective),as well as the biopsychosocial well-being and the quality of life of young people locally residing in Évora (inside and outside walls) in a way that can generate more pedagogical value.

As the project's partnership goals are intended, a way to achieve the objectives,agree on a logic of evaluation of impacts through the results achieved by the base,the objectives defined in the work.It is intended to establish,a diagnosis of social/cultural needs and problems that exist, through the inquiry by direct/indirect questionnaire.

While it allows the quantitative data capture instrument, in extension, being that, or data treatment occurs in SPSS,no establishment of comparative analysis of the objectives for the results.

An evaluation tip will also be an interview based on a semi-structured and exploratory interview,a guide of questions oriented to the work objectives, the treatment of qualitative data goes to, support a content analysis (by categories,sub-dimensions and indicators),where, they create matrices like that same data,an information through the applied interviews.
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As partnerships that we want to establish are: Portuguese Institute of Sport and Youth, this program contributes to the operationalization of the activities plan of the Association of Liberated Youths,through the project of emotional literacy for mental health and orientation for socio-cultural inclusion, as well as sponsoring potential philanthropists,such as collective financing campaigns at PPL Portugal,so that, on a monthly basis,it supports economic sustainability and financial viability,the business plan on a continuous basis.