ABSTRACT
Young people who are emotionally literate are less likely to experience mental health problems and they're less likely to suffer on a long-term basis. Susie Orbach states that, 'emotional literacy is achieved by registering emotions; recognising our emotions; querying them for validity and then being able to put them aside after having experienced them'. There is now a wealth of literature to show that emotional literacy and the development of emotional competence clearly plays a significant role in both school achievement and the maintenance of mental health. This chapter focuses on ways in which they can manage negative thoughts and feelings in order to remain focused and positive within the new learning contexts. It focuses upon identifying as many different feelings as they can within the space of a three-minute period. The facilitator can make use of an egg timer and ask students to work together in small groups in order to record a list of feelings.
