LA EDUCACIÓN EMOCIONAL ES UNA ?EDUCACIÓN DESDE DENTRO?, A DIFERENCIA DE LA EDUCACIÓN ACADÉMICA QUE ES UNA ?EDUCACIÓN DESDE FUERA?. LA EDUCACIÓN EMOCIONAL ES UNA ESPECIE DE VIAJE AL INTERIOR, PARA CONOCER LAS PROPIAS EMOCIONES Y LAS EMOCIONES DE LAS DEMÁS PERSONAS, CON LA INTENCIÓN DE PODERLAS REGULAR DE FORMA APROPIADA Y PREVENIR EL COMPORTAMIENTO IMPULSIVO Y OTROS PROBLEMAS EMOCIONALES, COMO POR EJEMPLO ANSIEDAD, ESTRÉS, DEPRESIÓN, ETC. LA EDUCACIÓN EMOCIONAL ES UN ASPECTO IMPORTANTE DEL DESARROLLO INTEGRAL DE LA PERSONALIDAD. EN ESTE SENTIDO PODEMOS AFIRMAR QUE LA EDUCACIÓN EMOCIONAL SURGE DE LA ORIENTACIÓN. Y EN MI CASO PARTICULAR, ASÍ FUE. A TRAVÉS DE LA ORIENTACIÓN PARA EL DESARROLLO INTEGRAL DE LA PERSONA DESEMBOQUÉ EN LA EDUCACIÓN EMOCIONAL A PRINCIPIOS DE LOS AÑOS NOVENTA. EN AQUELLOS MOMENTOS NO EXISTÍAN LAS EXPRESIONES QUE AHORA UTILIZAMOS. POR ESTO, AHORA, TREINTA AÑOS DESPUÉS, ME SIENTO MUY HONRADO EN PODER ESCRIBIR ESTAS LÍNEAS QUE SE VAN A PUBLICAR A MÁS DE ONCE MIL KILÓMETROS DE DISTANCIA DE DONDE HE ESTADO INVESTIGANDO SOBRE EDUCACIÓN EMOCIONAL. LO CUAL, PARA MÍ ES UNA CLARA EVIDENCIA DE LA DIFUSIÓN QUE HA TENIDO EN LAS ÚLTIMAS DÉCADAS. LA EDUCACIÓN EMOCIONAL TIENE COMO OBJETIVO EL DESARROLLO DE COMPETENCIAS EMOCIONALES Y LA MEJORA DEL BIENESTAR DE LAS PERSONAS, EN CUALQUIERA DE LOS ENTORNOS EN LOS QUE SE DESENVUELVEN HABITUALMENTE: FAMILIA, EMPRESAS, RELACIONES INTERPERSONALES Y SOCIALES, TIEMPO LIBRE, ETC.

EMOTIONAL EDUCATION IS A PROCESS THAT FALLS ON SCHOOLS AND MORE SPECIFICALLY ON TEACHERS, WHICH IS WHY TEACHERS SHOULD BE SUPPORTED, MAKING THEM AWARE OF THE IMPORTANCE OF INCLUDING THIS TYPE OF TRAINING IN THE SCHOOL AND ALSO OFFERING THEM ADEQUATE TOOLS TO IMPLEMENT THE LEARNING PROCESS SUCCESSFULLY. THE OBJECTIVE OF THIS STUDY WAS TO DESCRIBE TEACHERS? EVALUATIONS OF THE CLOUD9WORLD EDUCATIONAL PROGRAM FOR EMOTIONAL EDUCATION, ONCE IMPLEMENTED IN ELEMENTARY SCHOOLS. THIS PROGRAM HAS A WIDE VARIETY OF PEDAGOGICAL OPTIONS, LOCATED ON AN ONLINE PLATFORM. TEACHERS? EVALUATIONS OF THE CLOUD9WORLD PROGRAM ARE PRESENTED IN SIXCATEGORIES: 1) GLOBAL APPRECIATION, 2) BENEFITS OF THE PROGRAM, 3) ACHIEVED LEARNING, 4) RELEVANT ASPECTS, 5) SIGNIFICANT ACTIVITIES, AND 6) CHALLENGES AND PROJECTIONS. IN THIS REGARD, IT IS POSSIBLE TO INDICATE THAT THE SCHOOLS INVOLVED IN THE STUDY POSITIVELY VALUE EMOTIONAL EDUCATION, AS WELL AS THE CLOUD9WORLD RESOURCES, WHICH FAVOR THE IMPLEMENTATION OF EMOTIONAL EDUCATION AT SCHOOL, IN AN INTEGRATED AND TRANSVERSAL MANNER AND WITH THE SUPPORT OF FAMILIES. THESE ELEMENTS ARE IMPORTANT FOR THE ACHIEVEMENT OF AN INTEGRAL DEVELOPMENT OF THE PERSONALITY.

SOCIAL-EMOTIONAL LEARNING PROGRAMS HAVE DEMONSTRATED EFFECTIVENESS IN THE ACADEMIC, PERSONAL AND SOCIAL SUCCESS OF STUDENTS, AS WELL AS IN THE PREVENTION OF FUTURE DIFFICULTIES. THEREFORE, THE AIM OF THE STUDY WAS TO ANALYZE THE SCIENTIFIC LITERATURE ON THE IMPLEMENTATION OF SOCIAL-EMOTIONAL EDUCATION PROGRAMS IN PRIMARY EDUCATION, DISSEMINATED IN DATABASES (WEB OF SCIENCES AND SCOPUS) BETWEEN 2010 AND 2020. A TOTAL OF 168 ARTICLES WERE REVIEWED AND ANALYZED IN TERMS OF BIBLIOMETRIC INDICATORS, SUCH AS: TEMPORAL PRODUCTION, BY JOURNALS AND BY AUTHOR, METHODOLOGICAL APPROACH, SOURCES OF INFORMATION AND THEMATIC ANALYSIS. THE MAIN FINDINGS SHOW A SUBSTANTIAL INCREASE IN PRODUCTIVITY DURING THE YEAR 2020, THAT THE JOURNALS WITH THE MOST PUBLICATIONS ON THIS TOPIC ARE MOSTLY FROM THE UNITED STATES, AND THAT THERE IS ALSO AN INCLINATION TOWARDS QUANTITATIVE RESEARCH. PROGRAMS SUCH AS POSITIVE ACTION (PA) AND THE SOCIAL EMOTIONAL LEARNING PROGRAM (SEL) STAND OUT AS THE MOST WIDELY DISSEMINATED.