Lately, both educators and teachers agree that when asserting they can say  that at the beginning of every year students look different. They are more unenthusiastic, anxious, hyperactive, disrespectful and unable to focus properly and give their best. Last but not least they show no interest to any activity proposed by teachers.
 As a matter of fact there is not a correct prevention planning in place at schools which is confirmed by the increase of new disorders and new pathological dependences (alcohol and drugs abuse, bullying, anorexia and bulimia, internet addiction etc). Frequently educators do not take into account the importance of the adopted methodologies and the failure of these projects lead to inevitable consequences.
Frequently when someone proposes prevention programs to schools or when the schools plan “preventive actions”, these interventions are generally generic and useless. The consequence of this is that it activates counterproductive mechanisms which generate unsuitable behaviours among the students.  
It is necessary that every proposal and every project that is aimed to reduce anxiety disorder and to build up wellness have efficient results. “Making prevention” shouldn’t  mean “at least we do something”.
Unfortunately in our country,  prevention activities are confused with entertainment activities. Programs are mixed up with different subjects: legality, nutrition, environment, sexuality, civilized living etc...The planners often forget that without a solid emotional basis these teachings fragmented image of the world to the students.
Moreover these prevention planning are merely based on the information, hoping that an increase knowledge of deterrent tools among young people might enlarge their competences (I don’t use any drug because life is too worthy”; I don’t drink because alcohol is unhealthy”; “I shall not spend so much time at my pc as I have understood the importance of socialising with my peers”).
 Just thinking that only information  might be enough to promote wellness is basically wrong.
There is a big difference between “doing prevention” (meetings, debates, conferences etc) and “being part of prevention”. Being part of prevention is a gradual building of positive worths among children and teenagers. These qualities will accompany teenagers whilst growing up and with the necessary competences that may prevent the lust for drugs  or abulic and  passivizing tendencies  (taken from the book l’OSPITE INQUIETANTE BY UMBERTO GALIMBERTI).
Being part of prevention” helps teachers build up a valid relation with their students: it means  willingness to listening, authority, acceptance and emotional sharing. Last but not least the limitation given by rules and the quality time dedicated to the classroom.
This approach is represented by  the Emotional Teaching which is a format of early prevention planned to be used in schools. It has already been experimented in different schools obtaining significant results and scientific rewards; it takes the inspiration from the principles of the Emotional Education.

The Emotional Teaching is a combination of actions and simple methods applicable among children and teenagers; the objective is to provide them with the best competencies  which might help  on properly managing their emotions.

The Emotional Teaching is an efficient, versatile and compatible format:
Its efficiency has been tested on a huge cross-section of people through a meticulous scientific methodology. The survey  has revealed significant results related to the increase of protection factors and the consequent reduction of general anxiety;
It is a versatile format which can be applied to every school with pupils ranging from 4 to 16 years old. It can confront different problems such as pathological dependences (alcohol, technology, drugs, food and many others) and all the other anxiety disorders which include bullying’s effects;
Thanks to its peculiarities and its properties it is a compatible format which can be applied to every school without interfering in the normal educational activities. Moreover it doesn’t require extra work for teachers and its costs are more than affordable.

Usually  teachers can apply the procedures related to the Emotional Teaching during the normal development of lessons. They can easily apply this methodology after having been attending a training course (both practical and theoretical) of 8-10 hours. The competencies that have been assimilated will become part of the school’s endowments and may be used in order to qualify its POF.
The Emotional Teaching has already been used in many schools both in Italy and in foreign countries. Many brilliant results have been obtained among the students previously involved in this project as  stated by the significant reduced of drug usage, the decrease of bullying, aggressive behaviour or other emotional difficulties
Listening to the emotions of children, teenagers both in the family and in the school is really important. We have to give them the possibility to express and modulate their emotions within a safe and authoritative reference system. It is the best way to provide themselves with the best “Self esteem kit” for facing adult life.

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