Country
What is your function? Do you have multiple functions in your school? For example, if you are a teacher and a principal, choose "teacher" and answer subsequent questions from your teacher perspective if you participate in the HAND:ET teacher training. If
What is your gender? Please write your response.
[Year(s) working as a teacher at this school] How many years of work experience do you have?
[Year(s) working as a teacher in total] How many years of work experience do you have?
[Year(s) working in other education roles (e.g. as a principal or school psychologist; do not include years working as a teacher)] How many years of work experience do you have?
[Year(s) working in other jobs] How many years of work experience do you have?
Have you ever done meditation or similar inner exercises?
Have you ever done yoga or similiar body exercises?
[I notice changes in my body, such as whether my breathing slows down or speeds up.] Thinking about yourself: How often are the following statements true for you?
[I pay attention to whether my muscles are tense or relaxed.] Thinking about yourself: How often are the following statements true for you?
[I pay attention to sensations, such as the wind in my hair or sun on my face.] Thinking about yourself: How often are the following statements true for you?
[I pay attention to sounds, such as clocks ticking, birds chirping, or cars passing.] Thinking about yourself: How often are the following statements true for you?
[I notice the smells and aromas of things.] Thinking about yourself: How often are the following statements true for you?
[I pay attention to how my emotions affect my thoughts and behaviour.] Thinking about yourself: How often are the following statements true for you?
[I notice when my moods begin to change.] Thinking about yourself: How often are the following statements true for you?
[I could be experiencing some emotion and not be conscious of it until some time later.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I break or spill things because of carelessness, not paying attention, or thinking of something else.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I find it difficult to stay focused on what’s happening in the present.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I tend to walk quickly to get where I’m going without paying attention to what I experience along the way.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experi
[I tend not to notice feelings of physical tension or discomfort until they really grab my attention.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I forget a person’s name almost as soon as I’ve been told it for the first time.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[It seems I am “running on automatic,” without much awareness of what I’m doing.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I rush through activities without being really attentive to them.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get there.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each expe
[I do jobs or tasks automatically, without being aware of what I'm doing.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I find myself listening to someone with one ear, doing something else at the same time.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I drive places on ‘automatic pilot’ and then wonder why I went there.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I find myself preoccupied with the future or the past.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I find myself doing things without paying attention.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I snack without being aware that I’m eating.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experience.
[I have felt cheerful and in good spirits.] Please indicate which is closest to how you have been feeling over the last two weeks. Over the last two weeks….
[I have felt calm and relaxed.] Please indicate which is closest to how you have been feeling over the last two weeks. Over the last two weeks….
[I have felt active and vigorous.] Please indicate which is closest to how you have been feeling over the last two weeks. Over the last two weeks….
[I woke up feeling fresh and rested.] Please indicate which is closest to how you have been feeling over the last two weeks. Over the last two weeks….
[My daily life has been filled with things that interest me.] Please indicate which is closest to how you have been feeling over the last two weeks. Over the last two weeks….
[I felt tired.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I had no energy for going to work in the morning.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt physically drained.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt fed up.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt like my ‘‘batteries’’ are ‘‘dead.’’] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt burned out.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[My thinking process was slow.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I had difficulty concentrating.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am not thinking clearly.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am not focused on my thinking.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I had difficulty thinking about complex things.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am unable to be sensitive to the needs of the students.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am not capable of investing emotionally in the students.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am not capable of being sympathetic to the students.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am unable to be sensitive to the needs of other people.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am not capable of investing emotionally in other people.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[I felt I am not capable of being sympathetic to other people.] Please indicate how often, in the past 30 days, you have felt each of the following feelings.
[How well do you succeed in cheering yourself up when an unpleasant event has happened?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well do you succeed in becoming calm again when you are very scared?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well can you prevent to become nervous?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well can you control your feelings?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well can you give yourself a peptalk when you feel low?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well can you tell a friend that you don’t feel well?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well do you succeed in suppressing unpleasant thoughts?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[How well do you succeed in not worrying about things that might happen?] Please think about the interactions you have with others to answer the following questions about yourself. How well do you succeed in the following?
[When I see someone receive a gift that makes them happy, I feel happy myself.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I am good at understanding other people’s emotions.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can consider my point of view and another person’s point of view at the same time.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can imagine what the character is feeling in a good movie.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[When I see someone being publicly embarrassed I cringe a little.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can tell the difference between someone else’s feelings and my own.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[When I see a person experiencing a strong emotion I can accurately assess what that person is feeling.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[When I see someone accidently hit his or her thumb with a hammer, I feel a flash of pain myself.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[When I see a person experiencing a strong emotion, I can describe what the person is feeling to someone else.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can imagine what it’s like to be in someone else’s shoes.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can tell the difference between my friend’s feelings and my own.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I consider other people’s points of view in discussions.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[When I am with someone who gets sad news, I feel sad for a moment too.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can explain to others how I am feeling.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I can agree to disagree with other people.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I am aware of what other people think of me.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[Hearing laughter makes me smile.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I am aware of other people's emotions.] Please respond to the following questions by selecting the choice that most closely reflects your feelings or beliefs.
[I like to challenge myself to try out new things.] How strongly do you agree or disagree with the following statements?
[I feel comfortable around people with diverse backgrounds.] How strongly do you agree or disagree with the following statements?
[I enjoy meeting people with diverse backgrounds.] How strongly do you agree or disagree with the following statements?
[I like learning about different perspectives on the same issue.] How strongly do you agree or disagree with the following statements?
[In setting priorities, we must consider all groups.] There are many kinds of groups in the world: men and women, ethnic and religious groups, nationalities, political factions. How much do you support or oppose the ideas about groups in general? Next to
[We should not push for group equality.] There are many kinds of groups in the world: men and women, ethnic and religious groups, nationalities, political factions. How much do you support or oppose the ideas about groups in general? Next to each statemen
[Group equality should be our ideal.] There are many kinds of groups in the world: men and women, ethnic and religious groups, nationalities, political factions. How much do you support or oppose the ideas about groups in general? Next to each statement,
[Superior groups should dominate inferior groups.] There are many kinds of groups in the world: men and women, ethnic and religious groups, nationalities, political factions. How much do you support or oppose the ideas about groups in general? Next to eac
Which diagram best represents how close you feel to your colleagues?
[I have difficulty relaxing after work.] How strongly do you agree or disagree with the following statements?
[Even at home I often think of my problems at work.] How strongly do you agree or disagree with the following statements?
[I get grumpy when others approach me.] How strongly do you agree or disagree with the following statements?
[Even on my vacations I think about my problems at work.] How strongly do you agree or disagree with the following statements?
[From time to time I feel like a bundle of nerves.] How strongly do you agree or disagree with the following statements?
[I anger quickly.] How strongly do you agree or disagree with the following statements?
[I get irritated easily, although I don’t want this to happen.] How strongly do you agree or disagree with the following statements?
[When I come home tired after work, I feel rather irritable.] How strongly do you agree or disagree with the following statements?
[When I am teaching it seems I am running on automatic without much awareness of what I am doing.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when consideri
[When I am in the classroom I have difficulty staying focused on what is happening in the present.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when consider
[When I am teaching I find myself doing things without paying attention] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of teac
[When I am teaching I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get there] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true
[At school I tend to walk quickly to get where I’m going without paying attention to what I experience along the way.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each state
[I rush through activities with my class without being really attentive to them.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last mont
[When something painful happens at school I tend to blow the incident out of proportion.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your l
[I am often so busy thinking about other things that I am not really listening to my students.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering
[When I’m really struggling with teaching, I tend to feel like other teachers must be having an easier time of it.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statemen
[Even when it makes me uncomfortable, I allow my students to express their feelings.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last
[I listen carefully to my student’s ideas, even when I disagree with them.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of
[I am aware of how my moods affect the way I treat my students.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of teaching.
[When I’m upset with my students, I notice how I am feeling before I take action.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last m
[When I am upset with my class, I calmly tell them how I am feeling.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of teachin
[When a student behaves or expresses in an inappropriate or unsuitable way, I try to understand what lies under his*her behaviour or words.] Thinking about yourself: How often are the following statements true for you?
[When I can’t build a good relationship with a student, I ask him*her for help.] Thinking about yourself: How often are the following statements true for you?
[I take into consideration that each student experiences a given situation from a different perspective.] Thinking about yourself: How often are the following statements true for you?
[I take into consideration that each student’s thoughts, feelings and understanding of a given situation may differ from mine.] Thinking about yourself: How often are the following statements true for you?
[If I find myself in repeated conflicts with a certain student or a group of students, I consider my behaviour and usually modify it accordingly.] Thinking about yourself: How often are the following statements true for you?
[I see relationship with each student as an opportunity for my personal and professional growth.] Thinking about yourself: How often are the following statements true for you?
[I am aware that each student has his*her own way of thinking and functioning, so I try to adjust my behaviour accordingly.] Thinking about yourself: How often are the following statements true for you?
Which diagram best represents how close you feel to your students at you school?
[I can cope with the challenges of a diverse classroom.] How do you judge your own competence to teach in a class with a high degree of diversity? (When answering this question please think of diversity in terms of cultural and subcultural background, soc
[I can adapt my teaching to the diversity of students.] How do you judge your own competence to teach in a class with a high degree of diversity? (When answering this question please think of diversity in terms of cultural and subcultural background, soci
[I can take care that students from different backgrounds work together.] How do you judge your own competence to teach in a class with a high degree of diversity? (When answering this question please think of diversity in terms of cultural and subcultura
[I can raise awareness for the diversity of the students.] How do you judge your own competence to teach in a class with a high degree of diversity? (When answering this question please think of diversity in terms of cultural and subcultural background, s
[I can contribute to reducing stereotypes between the students.] How do you judge your own competence to teach in a class with a high degree of diversity? (When answering this question please think of diversity in terms of cultural and subcultural backgro
[In the classroom, it is important to be responsive to differences in students’ cultural background.] To what extent do you agree with the following statements?
[It is important for students to learn that people from other cultures can have different values.] To what extent do you agree with the following statements?
[Respecting other cultures is something that students should learn as early as possible.] To what extent do you agree with the following statements?
[In communicating with parents who have a different cultural background than I do, I try to be considerate of cultural aspects.] To what extent do you agree with the following statements?
[When meeting with parents of different cultural backgrounds, I spend time trying to understand and empathize with their perspective.] To what extent do you agree with the following statements?
[Intercultural communication should be emphasized in teacher training.] To what extent do you agree with the following statements?
[In the classroom, it is important that students of different origins recognize the similarities that exist between them.] To what extent do you agree with the following statements?
[When there are conflicts between students of different origins, they should be encouraged to resolve the argument by finding common ground.] To what extent do you agree with the following statements?
[Students should learn that people of different cultural origins have a lot in common.] To what extent do you agree with the following statements?
[Teach jointly as a team in the same class] On average, how often do you do the following in this school?
[Observe other teachers’ classes and provide feedback] On average, how often do you do the following in this school?
[Engage in joint activities across different classes and age groups (e.g. projects)] On average, how often do you do the following in this school?
[Exchange teaching materials with colleagues] On average, how often do you do the following in this school?
[Engage in discussions about the learning development of specific students] On average, how often do you do the following in this school?
[Work with other teachers in my school to ensure common standards in evaluations for assessing student progress] On average, how often do you do the following in this school?
[Attend team conferences] On average, how often do you do the following in this school?
[Take part in collaborative professional learning] On average, how often do you do the following in this school?
Which diagram best represents how close you feel to your colleagues at your school?
[I had an opportunity to develop SEDA competencies in my initial teacher education.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencies as well as their div
[I have an opportunity to develop SEDA competencies in programs of continuing professional development.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencies
[The development of teachers' SEDA competencies is an important part of education policies in my country.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencie
[The development of teachers' SEDA competencies is an important part of the policy of my school.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencies as well
What is your gender?
[I tend to walk quickly to get where I’m going without paying attention to what I experience along the way.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each experie
[I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get there.] Below is a collection of statements about your everyday experience. Please indicate how frequently or infrequently you currently have each exper
[When I am teaching it seems I am running on automatic without much awareness of what I am doing.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considerin
[When I am in the classroom I have difficulty staying focused on what is happening in the present.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when consideri
[When I am teaching I find myself doing things without paying attention] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of teach
[When I am teaching I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get there] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true eac
[At school I tend to walk quickly to get where I’m going without paying attention to what I experience along the way.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statemen
[I rush through activities with my class without being really attentive to them.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month
[When something painful happens at school I tend to blow the incident out of proportion.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your la
[I am often so busy thinking about other things that I am not really listening to my students.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering y
[When I’m really struggling with teaching, I tend to feel like other teachers must be having an easier time of it.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement i
[Even when it makes me uncomfortable, I allow my students to express their feelings.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last m
[I listen carefully to my student’s ideas, even when I disagree with them.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of te
[When I’m upset with my students, I notice how I am feeling before I take action.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last mont
[When I am upset with my class, I calmly tell them how I am feeling.] Below is a collection of statements that describe experiences teachers may have in the classroom. Please indicate how true each statement is when considering your last month of teaching
Which diagram best represents how close you feel to your students at your school?
[I can cope with the challenges of a diverse classroom.] How do you judge your own competence to teach in a class with a high degree of diversity?
[I can adapt my teaching to the diversity of students.] How do you judge your own competence to teach in a class with a high degree of diversity?
[I can take care that students from different backgrounds work together.] How do you judge your own competence to teach in a class with a high degree of diversity?
[I can raise awareness for the diversity of the students.] How do you judge your own competence to teach in a class with a high degree of diversity?
[I can contribute to reducing stereotypes between the students.] How do you judge your own competence to teach in a class with a high degree of diversity?
[I had an opportunity to develop SEDA competencies in my initial teacher education.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencies as well as their dive
[I have an opportunity to develop SEDA competencies in programs of continuing professional development.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencies a
[The development of teachers' SEDA competencies is an important part of education policies in my country.] How far do you agree with the following statements about the system-level support for the development of teachers’ social and emotional competencies
[I practiced meditation or similar inner exercises.] Thinking about the past 12 months: How often did you do the following?
[I practiced yoga or similar body exercises.] Thinking about the past 12 months: How often did you do the following?
[I practiced meditation or similar inner exercises.] Thinking about the past 12 months: How often did you do the following (outside the HAND:ET training sessions)?
[I practiced yoga or similar body exercises.] Thinking about the past 12 months: How often did you do the following (outside the HAND:ET training sessions)?
[I used meditation or similar inner exercises.] Thinking about the past 12 months: How often did you do the following in school?
[I used yoga or similar body exercises.] Thinking about the past 12 months: How often did you do the following in school?
Were there any serious life events during the time of the HAND:ET programme (e.g., deaths, illnesses, times of extreme stress)?
[I was physically active (e.g., sport, yoga, etc.)] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I ate healthily (fruit, vegetables, lean, meat, complex carbohydrates).] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I consumed drugs or alcohol.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I slept.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I took care of myself (excluding meditation).] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I spent time with people who are important to me.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I helped other people.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I had arguments with other people.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I smoked.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[I felt cheerful.] The following questions relate to possible CHANGES in the way you live your life during the HAND:ET programme compared to BEFORE.
[Relationships with colleagues] If the HAND:ET programme changed you, then in which of the following areas and how?
[Relationships with students] If the HAND:ET programme changed you, then in which of the following areas and how?
[more optimistic|more pessimistic] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more social|less social] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more active|more passive] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more focused|less focused] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more relaxed|less relaxed] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more independent|more dependent] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more accepting|more judgemental] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more broad-minded|more narrow-minded] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more grateful|less grateful] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more connected|less connected] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more creative|less creative] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more composed|less composed] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more clear-thinking|less clear-thinking] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more inquisitive|less inquisitive] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[more compassionate|more indifferent] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
[bolder|more desponent] Using the following list of characteristics, please assess how you would describe yourself now in comparison with the period before the HAND:ET programme.
How many HAND in HAND onsite training days have you participated in?
How many HAND in HAND online training days have you participated in?
[Onsite training day 1] Which HAND in HAND meetings have you participated in?
[Onsite training day 2] Which HAND in HAND meetings have you participated in?
[Online meeting] Which HAND in HAND meetings have you participated in?
To what extent did you find the HAND:ET programme useful for your work as a teacher?
To what extent did you find the HAND:ET programme useful for your work?
Overall I would evaluate the HAND programme as...
[The presentation of the theory] Please rate the following aspects of the HAND:ET programme.
[The inner exercises ] Please rate the following aspects of the HAND:ET programme.
[The physical exercises] Please rate the following aspects of the HAND:ET programme.
[Exercises targeting diversity] Please rate the following aspects of the HAND:ET programme.
[The support with implementing HAND:ET elements at school] Please rate the following aspects of the HAND:ET programme.
[The connection between theoretical input and practical activities] Please rate the following aspects of the HAND:ET programme.
[The atmosphere during the training] Please rate the following aspects of the HAND:ET programme.
[The trainers’ ability to lead practical activities] Please rate the following aspects of the HAND:ET programme.
[The trainers’ ability to lead discussions and reflections] Please rate the following aspects of the HAND:ET programme.
[The trainers’ ability to positively relate to the participants] Please rate the following aspects of the HAND:ET programme.
[The support with implementing HAND:ET elements in your daily life] Please rate the following aspects of the HAND:ET programme.
[Breathing meditation] [in my private life] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Breathing meditation] [with students] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Breathing meditation] [with colleagues] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Body Scan] [in my private life] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Body Scan] [with students] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Body Scan] [with colleagues] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Body exercises/mindful movement] [in my private life] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Body exercises/mindful movement] [with students] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Body exercises/mindful movement] [with colleagues] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Empathic listening techniques] [in my private life] I think I will be using the following elements from the HAND:ET training even after the programme has ended.
[Empathic listening techniques] [with students] I think I will be using the following elements from the HAND:ET training even after the programme has ended.