A Wealth of Feelings
Purpose: The “A Wealth of Feelings” activity helps participants better understand, recognize, and express their own feelings in relation to everyday situations. By working with a list of feelings and reflecting on different emotional responses, participants expand their emotional vocabulary and strengthen emotional intelligence, self-awareness, and the ability to communicate internal experiences more clearly.
Issue addressed: Many young people have a limited vocabulary for describing feelings and may find it difficult to recognize, name, or express their emotions in everyday situations. This can reduce self-awareness, make communication more difficult, and affect how they understand themselves and interact with others. Some young people may also be less aware that different people can experience different emotions in the same situation.
Relevance to mental health: Recognizing and expressing feelings is an important part of psychosocial health literacy and emotional well-being. When young people are able to identify and name their feelings more accurately, they can better understand their internal processes, strengthen self-confidence, improve emotional expression, and develop healthier ways of coping with stress, anxiety, frustration, and other challenging emotional states. Emotional awareness also supports empathy, resilience, and healthier relationships.
Intended change: The activity aims to:
- Increase participants’ awareness of their own emotions and emotional reactions;
- Enrich participants’ emotional vocabulary and their ability to name feelings more precisely;
- Strengthen self-awareness and self-confidence through reflection on internal processes;
- Support the development of emotional intelligence and empathy by recognizing that people may react differently to similar situations;
- Encourage healthier emotional expression and contribute to resilience and mental well-being.
Context of pilot implementation
This activity was implemented as part of a pilot action carried out within the MEET project at the premises of Association Amica Educa, a project partner from Tuzla, Bosnia and Herzegovina. The workshop was conducted in person and involved a group of 15 NEET young people, including three male and twelve female participants. The session was facilitated by a trainer with the support of a mentor. The activity followed an interactive workshop format combining group discussion, individual reflection, and an independent task. Participants worked with guided situations and a list of feelings in order to identify, recognize, and express emotions in relation to everyday experiences. The activity was implemented in a supportive and non-formal learning environment that encouraged emotional awareness, self-reflection, and respectful discussion.
Theoretical background
Emotional awareness is an important part of emotional intelligence and psychosocial well-being. It includes the ability to recognize, understand, and express one’s own feelings, as well as to understand that different people may experience the same situation in different emotional ways. These skills support self-awareness, resilience, empathy, and healthier interpersonal relationships. Many young people have a limited vocabulary for describing their feelings and may use only a small number of familiar words to express complex emotional experiences. When feelings are difficult to name or remain unclear, it can be harder to understand one’s internal processes, communicate effectively, and respond constructively in everyday situations. The “A Wealth of Feelings” activity helps participants explore emotions through realistic situations that are familiar in everyday life. By connecting situations with possible feelings and using a structured list of emotions, participants gradually expand their emotional vocabulary and deepen their understanding of how emotions influence their reactions, behaviour and relationships.
Target group
- Age: 12–18 years (also adaptable for younger children and older age groups)
- Profile: general youth population, NEET young people, youth from vulnerable backgrounds, young people with emotional or social difficulties, diverse groups from different cultural and community backgrounds
- Context: non-formal or formal education settings (educational activities, workshops, training sessions)
Context of use
Location: School, NGOs, youth centres, community centres, psychosocial support programs, counselling or psychoeducational group settings, etc.
Types of skills and dimensions addressed:
- Socio-emotional skills: emotional awareness, recognition and understanding of feelings, empathy, awareness of emotional diversity
- Self-awareness skills: recognizing and naming one’s own emotions, understanding internal processes, introspection, building self-confidence
- Communication skills: expanding emotional vocabulary, expressing feelings more clearly and accurately, improving emotional expression in everyday interactions
- Resilience and self-regulation skills: strengthening emotional intelligence, supporting emotional resilience, improving the ability to cope with stress, anxiety, frustration, and other challenging emotional states.
Activity description – step by step
Step 1: Introduction
Duration: 5 – 7 minutes
Procedure: The facilitator begins with a short introduction about the importance of recognizing feelings and how this contributes to the development of emotional intelligence and mental health. Participants are informed that through this exercise they will have the opportunity to become more aware of their own feelings and enrich their vocabulary of feelings and emotions. The facilitator explains that the activity is based on everyday situations and that participants will try to identify two or three feelings that may be present in each situation, using the provided list of feelings. It is important to emphasize that there are no right or wrong answers, because feelings can vary from person to person and from situation to situation
Table 1. Actions – Step 1.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Introduce the purpose of the activity and explain the importance of recognizing feelings. | Listen to the introduction and instructions. |
| Present the structure of the activity and emphasize that there are no right or wrong answers. | Prepare to reflect on feelings in relation to everyday situations. |
Reflection: This step helps participants understand the purpose of the exercise and creates a safe framework for emotional exploration. Emphasizing that there are no right or wrong answers supports openness and helps participants feel more comfortable reflecting on their own emotional experiences.
Step 2: Exploring the First Example Together
Duration: 5 – 7 minutes
Procedure: The facilitator distributes the materials to participants: the exercise sheet, the list of feelings, and pens. The first example situation is then read together with the group. Participants are invited to imagine themselves in that situation and suggest two or three feelings they might experience in that situation, using the list of feelings as support. The facilitator emphasizes that this is a shared example and uses it to demonstrate how the exercise works before participants begin the individual task. During this step, the facilitator reminds participants that feelings may differ from person to person, even in the same situation.
Table 2. Actions – Step 2.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Distribute the exercise sheet, list of feelings, and pens. | Follow the first example together with the group. |
| Read the first example situation together with the group. | Try to imagine themselves in that situation and suggest possible feelings using the list of feelings. |
| Invite participants to suggest two or three possible feelings. | |
| Explain how to use the list of feelings during the exercise. | |
| Emphasize that different feelings may be valid in the same situation. |
Reflection: This step provides a clear and supportive example of how the exercise should be completed. Working through the first situation together helps participants understand the task, become familiar with the list of feelings, and recognize that emotional responses can vary between individuals.
Step 3: Individual Work
Duration: 15 minutes
Procedure: After completing the first example together, participants continue working independently on the remaining situations in the exercise. For each situation, participants are asked to imagine themselves in that situation and identify two or three feelings that they might experience, using the list of feelings provided. Participants complete the exercise individually and at their own pace. The facilitator remains available to provide clarification or support if needed, while allowing enough space for personal reflection and independent work.
Table 3. Actions – Step 3.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Invite participants to continue the exercise independently. | Read each situation and imagine themselves in that situation. |
| Remind participants to use the list of feelings as support. | Use the list of feelings to identify two or three emotions for each situation. |
| Encourage participants to imagine themselves in each situation and identify two or three possible feelings. | |
| Provide clarification or support if needed while allowing space for individual reflection. |
Reflection: This step supports introspection and emotional self-awareness by helping participants connect everyday situations with possible emotional responses. Using a list of feelings helps participants expand their emotional vocabulary and identify emotions more precisely.
Step 4: Group Discussion
Duration: 10 – 15 minutes
Procedure: After the individual work, participants are invited to share their answers, observations, and experiences from the exercise, if they wish. Sharing is voluntary. The facilitator encourages participants to reflect on the diversity of feelings that appeared in different situations and among different participants, while also noticing any similarities. This is followed by a group discussion about the importance of recognizing and expressing feelings. The facilitator may guide the discussion using questions such as:
- How familiar are you with the words from the list of feelings?
- Which and how many of them do you use in your daily communication?
- How easy or difficult was it to find the “right” feeling? What was challenging?
- Did you discover any feelings you did not expect?
- How could you apply this experience in everyday situations?
- Why do you think it is important to know our feelings?
- Why is it important to express feelings?
- What does that bring us, what are the advantages and positive impacts of knowing how to recognize and adequately name and express our feelings?
Table 4. Actions – Step 4.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Invite participants to share their answers and reflections if they wish. | Share their answers, observations, and experiences if they feel comfortable. |
| Emphasize that sharing is voluntary. | Reflect on the similarities and differences in emotional responses. |
| Highlight similarities and differences in emotional responses across participants and situations. | Participate in the group discussion and respond to guiding questions. |
| Facilitate a group discussion using guiding questions about emotional vocabulary and emotional awareness. |
Reflection: This step helps participants integrate their individual reflections through discussion and strengthens their awareness that emotional responses can vary from person to person. It also supports the development of empathy, emotional vocabulary, and a deeper understanding of the value of recognizing and expressing feelings.
Step 5: Debriefing and Closing
Duration: 5 minutes
Procedure: At the end of the activity, the facilitator invites participants to share brief feedback on how useful they found the exercise and whether they learned something new about themselves. The facilitator summarizes the main takeaways, emphasizing the importance of recognizing, naming, and expressing feelings in everyday life, as well as the value of expanding emotional vocabulary.
Note for continued practice (optional):
Participants can be encouraged to continue practicing emotional awareness in everyday situations by trying to recognize and name their feelings more consciously in daily life. The facilitator may also suggest keeping a simple feelings journal as a way to continue reflecting on emotions and strengthening emotional vocabulary over time.
Table 5. Actions – Step 5.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Invite participants to share brief feedback on the usefulness of the exercise. | Share brief feedback if they wish. |
| Ask whether they learned something new about themselves. | Reflect on what they learned about themselves and their emotions. |
| Summarize key takeaways about recognizing, naming, and expressing feelings. | |
| Encourage participants to continue practicing emotional awareness in daily life. |
Reflection: This final step helps participants consolidate their learning and connect the exercise to everyday life. It reinforces the idea that emotional awareness and emotional vocabulary are skills that can continue to develop over time.
Required Materials: (to be prepared in advance):
- Printed copies of the “A Wealth of Feelings” exercise (one for each participant). Can be copied onto an A4 sheet:
- I am waiting for the bus. Cars are passing by me. One is going right over a large pond and the dirty water splashes me. I feel ….
- I meet a friend I haven’t seen in a long time. She laughs, comes up to me and hugs me. I feel ….
- I meet a friend I haven’t seen in a long time. Although our eyes met for a moment, she turns her head away from me and crosses to the other side of the street. I feel….
- I am going to take an exam for which I have not prepared well., and it is important for me to get at least a passing grade. I feel ….
- A boy in my group / my class doesn’t listen when I talk. At the same time, he talks and disturbs others so that they can hear me. Even after I told him to be quiet, he continues to do the same. I feel….
- I answer a question in class, but my answer is not correct. I see a few students laughing. I feel….
- My parents allowed me to stay out with my friends for a long time for the first time. I feel….
- I hear my parents arguing loudly in the next room. I feel….
- At training, everyone managed to master a new exercise, but I am not doing well. I feel….
- I see that my friend looks sad, but I don’t know whether to ask him/her what is wrong. I feel…..
- I am trying to talk to someone I like, but I feel my voice shaking. I feel….
- My parents won’t let me sleep over at my friend’s house. I feel….
- The teacher praised my work in front of the whole class. I feel….
- Printed list of feelings (one copy for each participant)-
- One possible resource for a list of feelings is available here: https://www.nvc.org.nz/files/2011/10/Feelings-Creationcoach.com_2.pdf
- Pens or pencils (one for each participant)
Possible Adaptations:
The activity can be adapted to different target groups depending on their developmental stage, emotional maturity, cultural context, and the setting in which it is conducted.
- The list of feelings and the instructions can be translated or adapted into language that is familiar, understandable, and natural for participants.
- If certain emotional topics are sensitive in the local context (e.g. family conflict, school-related stress, or peer relationships), the situations in the exercise can be modified so that they remain relevant and emotionally appropriate for the group.
Impact Evaluation of the Activity
| Indicator | Evaluation method |
|---|---|
| Increased awareness of personal feelings and emotional reactions | Short reflection questions at the end of the activity |
| Expanded emotional vocabulary and improved ability to name feelings | Self-assessment statements rated on a scale (1–5) |
| Improved understanding that people may react differently to similar situations | |
| Increased confidence in recognizing and expressing emotions |
Trainer's reflection
Notes on:
- Level of participant engagement
- Participants’ familiarity with emotional vocabulary and their ability to identify feelings
- Overall atmosphere and whether participants felt safe and comfortable reflecting on emotions
- Range of emotional reactions during the exercise and discussion
- Whether participants were able to connect the exercise to everyday situations and personal emotional experiences.
Reactions observed during the pilot activity
Participants showed a very high level of engagement throughout the activity. They actively participated in the individual task and group discussion, demonstrating strong motivation and openness to exploring emotions and emotional vocabulary. The activity helped participants better understand, recognize, and express their own feelings, which contributed to greater self-awareness, self-confidence, resilience, and overall mental well-being. Many participants expanded their emotional vocabulary and became more aware of a wider range of feelings. An important learning outcome was the realization that people can react differently to similar situations, which helped participants better understand emotional diversity and the importance of empathy. Through the guided questions, participants practiced connecting emotions to real-life situations and reflected on their own emotional responses. Some participants reported that they were hearing certain feeling words and using a structured list of feelings for the first time. They were able to identify and name between five and eight feelings and emotions, which contributed to increased self-awareness and a richer emotional vocabulary. Participants expressed appreciation for the shared list of feelings and stated that they intended to use it in their daily social relationships. No significant challenges were reported during the session.
Risks and warnings
While the activity can be used with different groups, facilitators should pay particular attention to emotional safety, the level of trust within the group, and the readiness of participants to reflect on and express feelings.
Group context and emotional safety: If the activity is used in groups where participants do not know each other well, some may feel uncomfortable sharing their feelings or emotional reflections. This may be especially relevant in groups of young people who are not used to this type of activity. In such cases, facilitators should carefully moderate the discussion and make it clear that sharing personal experiences is voluntary. In formal educational settings, especially with adolescents, some participants may feel cautious about expressing feelings in front of peers. It is therefore important to ensure a safe and respectful group atmosphere in which participants feel protected from judgment.
Vulnerable groups and emotional sensitivity: The activity may be challenging for young people experiencing more severe forms of emotional or mental health difficulties (e.g. severe anxiety, depression, or post-traumatic stress), as recognizing and reflecting on emotions may lead to emotional overload or intensify distress. In such cases, additional emotional support or professional guidance should be considered. Young people who have experienced trauma may also find it difficult to recognize or express feelings, and some situations used in the exercise may activate trauma-related reactions. Facilitators should be especially careful to create a safe space, adapt the exercise if needed, and provide support when necessary.
Facilitator preparation: Facilitators should be prepared to respond to emotionally intense reactions and to moderate discussions that may become sensitive. Some situations in the exercise may be challenging for participants who have personal or family experiences related to conflict, school difficulties, or relationships. Facilitators should have at least basic knowledge of mental health and emotional support so they can respond appropriately if participants experience emotional or psychological stress during the activity.