The purpose of EmoTIC is to develop adolescents’ social-emotional abilities to foster their personal and social responsibility, as well as their well-being, by means of a school-based intervention that addresses students, teachers and parents who participate in a social-emotional program using a technological platform. The program consists of activities based on solid theoretical frameworks on emotional intelligence, development of responsibility and meaningful learning.
There are three types of participants:

• 1) adolescents between 11 and 13 years;
• 2) school teachers; and
• 3) adolescents’ families.

The sample will comprise approximately 2000 adolescents and 500 teachers from all over Spain.

The technological platform will contain two different parts:

• application on mobile device (AMD) and
• application on web server (AWS).

The AMD will be installed on students’ devices, allowing them to interact within their groups and carry out the activities of the 11-level program.

The AWS will be in charge of the data management of students and teachers, as well as the groups.

The impact of EmoTIC on the reference population will be evaluated by the assessment of emotional abilities; personal and social responsibility and other interpersonal variables; as well as well-being and personal strength. In addition, the study includes different kinds of measurements; objective neurophysiological measures (measures of neural activity -EEG- and measure of facial expression of emotions -Face Reader-); self-reports (questionnaires); and observation (teachers’ evaluation of the implementation quality of the program).

The initial hypothesis is that the school-based intervention on the development of emotional abilities in the educational community, would improve adolescents’ physical and psychological well-being, might have a positive impact on a healthy and more responsible life project, would foster interpersonal relationships and might enhance a positive school climate. With regard to teachers, better emotional regulation is hypothesized to prevent symptoms of emotional exhaustion (burnout), as well as to improve their life satisfaction and psychological well-being. With respect to parents, who foster their emotional abilities, could function as a protection factor against difficulties and risks faced by their adolescent children, enhancing adequate communication skills and a positive family climate.