Personal development


Personal Development section covers a significant area of self-awareness, self-assessment and effective communication.

Through this section, educators will have the opportunity to focus on themselves and be aware of different but complementary parts of themselves.

This section will help them to accept the ambiguity of their human nature and be more prepared not only to use the available (internal and external) resources but also to save them in order to use them and re-use them when they are in need. The roles each individual choose or/and is called to take, influence the way people perceive their everyday problems and the way they act to deal with them.

Educators may face stressful situations that challenge their personal resources and they might “learn” to shed light on the negative aspects. So, adapting a positive attitude toward oneself and others by being empathetic, considerate and compassionate may facilitate a person to engage in more peaceful and functional way of communication.

Main idea for this section is to give educators the opportunity to understand themselves, their inner potential and at the end, to realize the importance of this capacity in their everyday interaction with children and their parents as well as with colleagues and superiors.

Working towards Personal Development will not only assist educators to build, develop and sustain authentic relationships but also it will ensure professional success, stability of personal life and personal happiness.

 Related training contents




Peaceful communication


Empathy and considerate communication


Stress management

 Learning Objectives

  • Reinforcement of knowledge about different styles of Communication and training on assertiveness.
  • Encouragement of an effective and peaceful communication.
  • Orientation towards an empathetic and considerate form of communication.
  • Suggestion of methods for successfully managing feelings and symptoms of stress.


*When anxious I try to focus on breathing calmly


I do not take anxiolytics to deal with stressful situations without talking to a medical practitioner in advance.

*I respect the other people and their right to be assertive and I expect the same courtesy in return.


I am not hoping that the other will observe what it is that I want.

*When communicating with someone I am present and attend to human needs.


I try not to automatically respond and not to use retributive and judging language.

* I listen to people with all my senses taking into account every piece of information coming from them and the environment that surrounds us.


When listening to someone, I do not analyze what they are saying or try to resolve the situation or solve their problem.

 References/further reading

  • Rosenberg, M. B. (2003). Nonviolent communication: A language of life. Encinitas, CA: PuddleDancer Press.
  • Whitworth, L., & Kimsey-House, K., & Kimsey-House,H., & Sandahl, P., (2009). CO-ACTIVE COACHING New skills for Coaching People towards Success in Work and life (2nd ed.). Boston-London: Davies-Black an imprint of Nicholas Brealey.
  • Cognitive behavioral therapy (CBT) worksheets, handouts, and self-help resources. (n.d.). Retrieved November 14, 2016, from
  • Centre for Clinical Interventions (CCI) – Psychotherapy, Research, Training. (n.d.). Retrieved November 14, 2016, from
  • Dzenovska, I., (2016). KA1 Erasmus + Training Course “Peace Way for Youth” [Powerpoint slides], inspired by Mary Mackenzie & Rodger Sorrow Workshop on Relationship Visioning.
  • Burns, D. D. (1999). The feeling good handbook. New York, N.Y., U.S.A: Plume.
  • Beck, A. T. (1979). Cognitive therapy of depression. New York: Guilford Press.