The Programme consists of the following elements:

• A 4 day training course that will train teachers in all aspects of the programme as well as the delivery
• A full set of 50 lesson plans to cover the 39 week students course
• A 200 page facilitators manual
• A full classroom follow-up service to ease implementation
• An all-staff awareness meeting to ensure that all staff are aware of the outline of the contents of the Programme
• Each teacher trained will also be competent at using autogenics and will receive a proficiency certificate
• Each Teacher trained will also be competent of designing guided imagery routines for their colleagues in other subjects
• Teachers will receive accreditation for the Programme
• The final certificate will not be awarded until the trained teacher has proven their delivery skills in the lesson plans with students

The 50 lesson plans provided within the course extensively cover all the major elements designed to effectively develop emotional intelligence. Each plan covers a different element of the emotional intelligence structure with stong emphasis on enabling both students and staff to be fully involved in exploring the largely untapped and powerful resource of EQ.

Briefly, the lesson plan structure is as follows:

1. Introduction
2. Becoming aware of my brain
3. Who am I?
4. My likes and dislikes
5. My strengths and weaknesses
6. Success is all about control
7. Learning to control myself
8. I can take responsibility over my actions
9. I can take responsibility over my behaviour
10. Taking responsibility makes my strong
11. I am a good listener
12. I am becoming a better listener
13. I can accept others
14. I hate no-one
15. What I like in other people
16. What I dislike in other people
17. What makes me really happy?
18. Success is all a matter of choice
19. Understanding the choices I can make
20. How to make good choices
21. A week of making choices
22. What are facts and what are assumptions
23. What makes me angry and how I feel when I am angry
24. I learn how to control my anger
25. I learn how to listen to my feelings
26. I learn how to control my response to my feelings
27. I learn how to understand other peoples feelings
28. I keep a record of my feelings moods and attitudes
29. I learn how to change negative feelings to positive feelings
30. I carry out a self check on my progress
31. I understand conflict
32. I practise my conflict coping strategies
33. I understand the power of words, the joy they can create
34. I understand the power of negative words and the damage they can cause
35. I learn not to be hurt by words
36. I learn the power of images
37. I learn to talk to myself
38. I can improve my relationship with my family
39. I can improve my relationship at school
40. I can become a better friend
41. I learn to say 'Yes' and 'No' without being rude
42. I learn how to work well within a team
43. I carry out a self check on my progress in the life Skills
44. I learn how to communicate
45. I learn how to communicate in difficult situations
46. I learn how deal with stress and anxiety
47. I review Self Awareness
48. I review the empathy skills
49. I review the social skills
50. I take my Life Science exam

To monitor the system effectively, a number of measurements needs to be put into place: assessment analysis of the students should be carried-out and an initial assessment carried out by parents.

We must remember, that unlike all other subjects taught, Emotional Intelligence runs 24-hours per day for the rest of our lives. Behaviour control taught will stay with the student for a lifetime!

Any school can put up to 4 teachers on the 4-day course for £3,500.

A final note from a Neuroscientist:

The message that neuroscience can offer educators: the human brain is a marvellously complex and resilient thing, but one that operates within scientifically understandable parameters. Whilst we cannot turn to the fledging results of brain research to prescribe specific policies, we can use an understanding of the brain to gain an appreciation of individual variance in learning style. We might also gain inspiration for creative solutions to educational dilemmas, with the understanding that any solution must focus on the individual student, and not on broad categories. In short, what science can contribute to education is much the same as that which education can contribute to science: a continuing dialogue, encouraging critical analysis and inspiring innovation.

Dr Roy J.Paget