Self-reflecting on Emotional Intelligence – ar-YE
Acceptance of Emotions – en-US
Doors Closed Doors Open – sw-KE
Self-Awareness – ar-YE
Kenya (Day 1) – sw-KE
Doors Closed Doors Open – fr-FR
Emotional Awareness – ar-YE
Self-Regulation – fr-FR
Connection – es-ES
ARC Course Set (7 Interventions) – ar-YE
Attuning to self presence using SIEGEL’S WHEEL OF AWARENESS (10 minutes) Exercise:
Step 1: Start with six to eight persons sitting in a circle.
Step 2: Play recording (or read transcription below) – then stay in silence.
Step 3: Each person take notes on a journal or pad.
Begin by getting into a comfortable position, and sensing the rhythm of your breathing
As you breathe in and out, begin by visualizing the wheel. The “hub” is at the center and four quadrants surround it with a rim encompassing everything you know and can be aware of. For each portion of this practice, you will send out a spoke from the hub to the rim to focus your awareness. After each part of this practice, we suggest you center yourself with a deep breath before moving on.
Now, turn your attention to the frst quadrant – your fve senses. One by one, take time to focus your awareness on what you’re seeing, hearing, smelling, tasting and touching.
Next, focus your attention on your “sixth sense,” the inner sensations of your own body. This is the second quadrant around the hub. Take a few moments to move your focus throughout your entire body, becoming aware of sensations you feel from inside your physical being, from the muscles and bones of your head, limbs, and torso, to feeling the sensations in the organs of your body.
5. Now it is time to focus on the activities of your mind itself. These include emotions, thoughts, memories, hopes, beliefs, dreams, images, longings, attitudes and intentions. This portion of the practice is separated into two parts. First, begin by just becoming aware of what enters your mind – invite any mental activity to come into awareness.
6. Once you have taken some time to do that, the next step is to pay particular attention to the characteristics of how these mental activities enter andleave consciousness. How do they arise and pass? Do these activities come up suddenly or gradually? Do they then stay constant, fade in and out, or reverberate? Then how do they leave? And are they replaced immediately with something else or not? If not, how does the gap feel between two mental activities?
7. Now it is time to try something a little different. As in other parts of this practice, send your spoke of attention out from the hub, but this time, bend it back toward the hub itself to direct your attention to focus on your awareness. With this part of the practice, you are work-ing on “awareness of awareness” and feeling what that is like. This will take some practice, so try to be patient.
8. The fourth quadrant represents our sense of connection to things outside of our body. Start with focusing your awareness on the people who are physically close to you, then expand to others who are further away. Next expand to those whom you feel close to – family and friends – and then to others whom you’re engaged with, suchas co-workers, students, teachers and others. Then widen your sense of connection step by step to include those who live in your neighborhood, city, country, continent, in the whole world, and finally to all of living beings on earth.
Exercise: Resonanting with the flow of energy & information
(3 minutes each of nonjudgmental sharing)
Step 1: A designated leader beings. Each week a different participant starts
Step 2: Finish three “I feel” statement with a feeling you experienced from the Wheel of Awareness exercise
Step 3: Moving clockwise, each student is free to share their three “I Feel’s”
In this exercise, you will be asked to reflect on some questions about your emotions and the way you deal with these emotions. Emotional intelligence is defined as the degree to which we are able to understand our own and other people’s emotions and are able to control and use them to improve yourself. The following questions all refer to one specific aspect of emotional intelligence. First, each aspect is introduced. Next, you will find some questions that can be used to reflect on each part. You may choose one or more questions to reflect upon and then write down responses. Do not worry about grammar or writing style, just write down what comes to mind.
Aspect 1: Appraisal and expression of emotions in oneself
This relates to your ability to understand your emotions and to be able to express them naturally. People who are highly skilled in this area sense and acknowledge their emotions better than most people.
Questions to ponder:
How good am I at identifying how I am feeling?
How well do I know whether I am happy or not?
How well am I able to notice when I am angry, sad, bored etc.?
How good am I at identifying emotional swings in myself?
How well do I know why I have certain feelings?
How good am I at finding the right word(s) to use to express my feelings?
In which ways do I express my emotions (e.g. writing, talking, painting, etc.)?
Aspect 2: Appraisal and recognition of emotion in others
This relates to your ability to perceive and understand the emotions of the people around you. People who rate highly in this skill are very sensitive to the emotions of others. Moreover, they are able to predict others’ emotional responses.
How good am I at identifying how others are or might be feeling?
How well do I know whether others are happy or not?
How good am I at identifying emotional swings in others?
How sensitive am I to the feelings and emotions of others?
How well am I able to notice when others are angry, sad, bored etc.?
How well do I understand the emotions of the people around me?
Aspect 3: Regulation of emotion in oneself
This relates to your ability to regulate our emotions, assisting you in recovering from psychological distress. A person who is highly skilled in this area is able to return quickly to “feeling normal” again after being upset. Such a person has better control over his or her emotions and is less likely to lose his or her temper.
How well am I able to prevent my emotions from taking over?
How well am I able to control my temper so that I can handle difficulties rationally?
How well am I able to control my own emotions?
How well am I able to calm down quickly when I am very angry or upset?
How good am I at responding to an unexpected event when I am ‘‘caught off-guard?”
How well am I able to self-regulate my behaviour even under very difficult circumstances?
In what situations do I respond differently than I would like to respond?
Aspect 4: Use of emotion to facilitate performance
This relates to your ability to make use of your emotions by directing them toward constructive activities and personal performance. A person who is highly capable in this aspect is able to encourage him- or herself to continuously do better. He or she is able to direct his or her emotions in positive and productive directions.
How do emotions influence my performance?
How often do I try to do creative and interesting projects when I am in a highly positive and motivated state?
How often do negative emotions after a setback cause me to stop trying?
How often do positive emotions encourage me to keep doing what I am doing?