ANXIETY: THE BOX OF EMOTIONS + RELAX MY BODY

Before starting the dynamics, it is essential to establish a frame of respect and safety. Since this is an activity where students can express personal experiences and opinions, the teacher should remind basic norms of coexistence: listen carefully when someone is speaking, respect all contributions without judging them, and be careful with language and attitudes, as this is a topic that can feel sensitive or uncomfortable for someone. It is also important to agree on confidentiality, remembering that what is shared during the activity should stay within the group.
In the first activity, the group is presented with one or more problematic situations to work on. Next, the cards are placed on the floor and each participant is asked to choose one that feels connected to or represents how they experience the presented situation. It is important to provide a calm and sufficient amount of time for students to observe the images, connect with what they feel, and do a brief introspection before making a decision. Subsequently, each person shares with the group which card they chose, why they chose it, and which emotions or thoughts it awakened in relation to the situation worked on. This moment should unfold in a climate of respect, listening, and validation of all contributions.
Parallel to this, the teacher writes on a sheet the key words that emerge during the interventions (emotions, sensations, needs, or relevant ideas). These words are kept visible on the floor or in a shared space to be used later in the work and reflection with the group.
The second part of the dynamics consists of writing two or three qualities of a classmate. The facilitator hands out a new Post-it with the name of a student (hidden on the back). On the visible side, the qualities are written. When everyone has finished, the teacher collects and reviews the Post-its and places them on a wall in a horizontal line, making sure the name on the back is not visible. It is explained that these Post-its symbolize a mirror reflecting qualities with which students may identify or not. Each student stands up and takes the Post-it that they feel represents them the most. Then they return to their seat and check if their name appears; if not, they hand it to the corresponding person, so that finally everyone receives theirs.
To close the activity, a joint reflection is carried out about the experience. The differences between personal, social, and ideal self-concept are presented, with the support of a list of positive qualities classified in these three areas. Finally, there is an option to expand the own list of qualities based on this collection. Guiding questions can also be used to steer the final reflection.
In this first module, we focus on 2 activities that can help promote student well-being. Precise and meticulous activities that allow elegant entry into the inner world of people.

This practice was implemented in Solsona, Lleida, Spain.