Bienestar emocional y afrontamiento de vida en jóvenes con Altas Capacidades.

With the implementation of the BE/AV/JAACC project, several objectives were sought: 1/ Develop and offer an innovative methodology in the field of Non-Formal Education, which promotes the social ...

With the implementation of the BE/AV/JAACC project, several objectives were sought: 1/ Develop and offer an innovative methodology in the field of Non-Formal Education, which promotes the social and educational inclusion of young people with AACC. This involved creating a space where they could explore their social-emotional and cognitive skills in a balanced way. 2/ Provide opportunities for success in various aspects of the lives of these young people. This involved reducing school failure and dropout, as well as channeling their potential into society in a constructive and beneficial way. 3/ Offer strategies and tools so that young people with high abilities could face everyday pressures effectively on their way to adulthood. It sought to strengthen their skills to manage perfectionism, anxiety, and other emotional challenges common in this group. 4/Contribute to the social participation of young people with AACC by promoting healthy and constructive interpersonal relationships. It was intended that these young people would feel more integrated into society and that they would be able to leverage their unique skills for the benefit of society.

1/ First, initial research was carried out on socio-educational intervention experiences that merged capacity development with socio-emotional aspects. This phase covered experiences in Non-Formal Education and from the associative fabric, as well as the perspective of educational agents and a needs analysis. 2/ A specific intervention was designed based on the research results. 3/ Emotional Education Workshops: were carried out in the participating entities, addressing topics such as the human brain, individual development, emotions, communication and life construction. 4/ The training and orientation included orientation meetings and a workshop of the partner organizations in Italy. 5/ In addition, a working meeting was held in response to the procedural evaluation of the project and the needs of the Romanian socio-educational context. Also, a manual of Emotional Education for young people with AACC has been made, compiling the methodology and conclusions generated throughout the project. 6/ In a transversal way, the general coordination and dissemination of the project. Social networks have been used to disseminate activities and results.

The main difficulty was the collaboration with FASI, which pledged to participate in the project, but ultimately it was not. ASEDEM decided to collaborate with other youth spaces. Finally, the methodological proposal was developed with a group of young people at the IES Al-Andalus in the town of Arahal in Seville. 35 ASEDEM professionals were able to receive training on the project and the working methodology in a meeting organized for this purpose in the town of Lantejuela in Seville. The project manual has been distributed to more than 80 ASEDEM youth professionals in Spain and to project partners in Italy and Romania. In Italy the workshops were carried out with the collaboration of local organizations and with the professors of the Majoran Institute of Brindisi who recommended the young participants. A total of 21 adolescents aged between 12 and 18 participated. In Romania an intensive WS was held with a meeting with representatives of the Romanian Parliament, the Ministry’s Attaché in Romania and the Cervantes Institute. Youth centres were visited and workshops were held with young people, a group of youth educators and mothers and fathers was trained.