Table 2

Activity contents and emotional competences

AActivity contentCompetences
1.1The main characters of the planet ask adolescents to define emotions and test their emotional intelligence through a quiz.

  • Basic concepts of emotions

1.2The characters explain the emotion’s dimensions and the user is asked to indicate the levels of intensity and liking of the emotions they are experiencing at the moment.

  • Perceiving emotions*

  • Self-awareness†

1.3Human faces with different facial expressions are provided by the main characters and the adolescents are asked to identify the facial expressions corresponding to each emotion.

  • Perceiving emotions*

1.4The black stripes covering the faces gradually disappear and the adolescents are asked to identify the emotion as soon as possible.

  • Perceiving emotions*

1.5The adolescents focus on their feelings at that moment through a platform-guided audio. They are asked to draw and label their emotions.

  • Perceiving emotions*

  • Self-awareness†

1.6The main characters provide drawn panels that represent emotional situations. The adolescents are asked to identify which emotion each person is feeling depending on the situation.

  • Perceiving emotions*

  • Self-awareness†

1.7Three people speak in different languages and the adolescents are asked to identify the emotions they are expressing without understanding the content.

  • Perceiving emotions*

  • Self-awareness†

1.8The main characters give clues to the adolescents to guess the hidden emotion. They offer information about valence, arousal, physical experience, similar emotions and situations in which the emotion is usually felt.

  • Perceiving emotions*

2.1The main characters propose a quiz to understand the function and meaning of emotions. Then, they provide situations to the adolescents and they are asked to identify how the emotion may help in each situation.

  • Facilitating thought using emotions*

  • Understanding emotions*

2.2The characters encourage the adolescents to classify different emotions by categories: love, joy, sadness, fear, etc.

  • Understanding emotions*

2.3An emotional situation is presented. The adolescents may try to understand how the person feels based on the thoughts that the situation generates in the characters.

  • Facilitating thought using emotions*

2.4The adolescents indicate their perception of the arousal and hedonic valence levels in complex emotions.
The main characters provide feedback and a definition of each emotion.

  • Understanding emotions*

  • Self-awareness†

2.5The adolescents can discover the meaning of moral emotions with the help of the main characters.

  • Facilitating thought using emotions*

  • Understanding emotions*

2.6The adolescents analyse a variety of emotional situations, trying to understand feelings and propose the ‘intelligent optimist’ thought. The main characters provide feedback to their performance.

  • Facilitating thought using emotions*

  • Self-awareness†

2.7The adolescents reflect on their strengths and try to solve an emotional problem. The main characters provide information about each strength to help adolescents become aware of how to use them.

  • Self-awareness†

  • Self-management†

2.8The main characters offer the adolescents their method for analysing emotional situations and they are asked to put it into practice.

  • Facilitating thought using emotions*

  • Understanding emotions*

  • Self-management†

  • Responsible decision-making†

3.1The main characters ask the adolescents to indicate on their own bodies where they feel tension when they are stressed. They then explain the phases of stress and the adolescents are asked to classify different stressful situations.

  • Psychoeducation about stress

  • Identifying and classifying stressors

3.2The main characters present different sounds (busy streets, sounds of nature…) and the adolescents are asked to determine whether they find them stressful or calming.

  • Identifying stressful situations that impact on mood

3.3The main characters teach the users strategies for coping with stress. Then, the characters describe their own stressful situations and the adolescents are asked to help them cope with those situations.

  • Stress coping strategies

  • Self-management†

3.4The main characters explain and practise three relaxation techniques with the adolescents.

  • Stress coping strategies

  • Relaxation techniques

  • Self-management†

3.5The adolescents find themselves in a labyrinth and in order to escape, they are asked to confront alien characters, who express various emotions, and respond appropriately.

  • Social awareness†

3.6The main characters show the users several galactic portals with texts depicting social situations. Adolescents are asked to decide whether or not the behaviour depicted is respectful.

  • Social awareness†

3.7The adolescents are asked to identify people’s emotions by taking into account their thoughts and interpretation of the situation. The main characters provide feedback.

  • Facilitating thought using emotions*

  • Social awareness†

  • Relationship skills†

3.8The main characters explain what assertiveness is and how adolescents may use it in social situations.

  • Relationship skills†

4.1The adolescents use a traffic light to indicate their agreement or disagreement with affirmations about emotional regulation. The main characters provide feedback.

  • Managing emotions*

  • Self-management†

4.2The adolescents choose the most appropriate emotional regulation strategies for each of the conflicting emotional situations they are asked to face.

  • Managing emotions*

  • Self-management†

  • Responsible decision-making†

4.3The main characters ask the adolescents to imagine a difficult emotional situation and they are asked to label the emotion, think about the emotional regulation strategies they used and determine their usefulness.

  • Managing emotions*

  • Responsible decision-making†

4.4A situation depicting a human conflict is proposed by aliens.
The adolescents answer the questions mimicking a conversation with a friend through text messages.

  • Managing emotions*

  • Self-management†

  • Relationship skills†

  • Responsible decision-making†

4.5The main characters challenge adolescents with conflicting situations to reflect on values and decision-making.

  • Self-awareness†

4.6The adolescents make a recipe for happiness with five ingredients. Aliens ask them to whittle them down to just one.

  • Managing emotions*

  • Self-management†

4.7The main characters take a journey around the planet with the adolescents to reflect on what they have learnt from the challenges.

  • Self-awareness†

  • Self-management†

4.8The main characters confront the adolescents with challenges about their future and the goals they want to achieve. The adolescents are asked to reflect on the challenges and goals according to what they have learnt.

  • Self-awareness†

  • Self-management†

  • Responsible decision-making†

  • A=first digit corresponds to the module and the second digit corresponds to the activity.

  • *Competence of Mayer and Salovey’s model.33

  • †Basic competence proposed by CASEL.

  • CASEL, Collaborative for Academic, Social, and Emotional Learning.