Week 1 of 12
Emotional Literacy Foundations & Baseline
Where am I starting from?
We define emotional intelligence as a set of learnable skills, set group agreements, and capture an honest baseline without judgment.
Learning objectives
- Define emotional intelligence and emotional literacy in plain language.
- Distinguish emotions (internal experience) from behaviors (outward choices).
- Complete the pre-program self-reflection and identify one growth area.
- Co-create safety and confidentiality agreements for the coaching space.
Teaching notes
- Emotions are signals carrying information; they are not good or bad. Behaviors are where choice lives.
- Research on emotion labeling suggests that putting feelings into words can lessen their intensity — frame this as encouraging, not guaranteed.
- Normalize mixed baselines. Low scores mean opportunity, not deficiency.
Examples & scenarios
The quiet manager
Dana is praised for staying calm, yet her team says they never know how she feels. Calm is a strength; emotional literacy would help her communicate what she notices inside.
The 'I'm fine' household
In Marcus and Tia's home, 'fine' covers tired, hurt and anxious. They agree to try one more specific word each evening.
The ministry volunteer
Ruth serves every weekend and feels resentful but guilty about it. Naming resentment as information, not failure, becomes her starting point.
Weekly action step
Complete a mood check-in at least 5 of the next 7 days, using a word more specific than 'fine', 'good' or 'bad'.
Optional Scripture reflection
Offered for those who find faith meaningful; feel free to skip.
Psalm 139:23–24
The psalmist invites God to search the heart. How might honest self-examination be an act of trust rather than shame?
Proverbs 4:23
What does it mean for you to 'guard your heart' with attention and care?