Much research in the context of emotional intelligence training focuses on increasing understanding of emotional intelligence, and while this is important, it is focused on awareness of emotional abilities, not on practical day-to-day application that actually creates change in your life (Hodzic et al., 2018). 

Transforming emotional intelligence into a lived experience, reframing negative core beliefs, actively integrating character bridges into behaviours, and raising hope are cognitive and emotional processes (Lige, n.d.; Snyder, 2003) that require courage, willingness, and active participation (Beck and Beck, 2020). It is beneficial to be guided by a qualified therapist, facilitator or coaching professional, allowing for attention to blind spots (Luft, 1969) and potential trauma responses (Beck et al., 2005, Treleaven, 2018).

Experiential learning workshops combine knowledge learning with transformative experiences (Kolb et al., 2001), and provide an additional layer of supportive social interaction with both the workshop facilitator and fellow participants (Luft, 1984). In the field of emotional intelligence, higher levels of positive and longer lasting results are associated with experiential workshops compared to non-experiential intervention methods (Ganz et al., 2022, Wilson et al., 2021).

Educational theorist David Kolb, in his book ‘Experiential Learning’ (2015), highlights three factors identified by psychologist Carl Rogers that impact positive outcomes according to experiential learning theory: experiencing is foundational for your learning and change, positive regard and psychological safety is needed to allow you the freedom to experience your own feelings, and the capacity for your ability to deeply experience is linked to your awareness of what is going on within you and being able to value different aspects of yourself (Kolb, 2015:28).

In experiential learning workshops your knowledge is transformed into an experience, followed by a period of observations and reflections. Your new beliefs, emotions, thoughts and behaviours can immediately be implemented (Kolb, 2015).

While effective, personal development experiential learning can feel uncomfortable for many people (Woolley and Fishbach, 2022). Especially in the context my work, experiential learning workshops focused on personally experienced emotional intelligence and reframing of negative core beliefs, it is important to acknowledge the discomfort in the process. People may have different reasons for feeling uncomfortable in a workshop like mine, including experiencing general anxiety, social anxiety, feeling exposed, fear of feeling judged, or fear of change (Lige, 2025). Therefore, creating a workshop environment that is grounded in empathy, and as facilitator understanding how to create psychological safety in individual and group psychodynamic processes, can help you be more comfortable and stay engaged in the workshop (Clancy and Vince, 2019; Kolb, 2015).

References

Beck, A., Emery, G., Greenberg, R.L. (2005). Anxiety Disorders and Phobias: A Cognitive Perspective. Cambridge: Basic Books.

Beck, J.S., Beck, A.T. (2020). Cognitive Behavior Therapy: Third Edition: Basics and Beyond. New York: The Guildford Press.

Clancy, A., Vince, R. (2019). ‘“If I Want to Feel My Feelings, I’ll See a Bloody Shrink”: Learning from the Shadow Side of Experiential Learning.’ Journal of Management Education, 43(2) pp. 174–184. https://doi.org/10.1177/1052562918817931

Ganz, A.B., Rolnik, B., Chakraborty, M., Wilson, J., Tau, C., Sharp, M., Reber, D., Slavich, et al. (2022). ‘Effects of an Immersive Psychosocial Training Program on Depression and Well-Being: A Randomized Clinical Trial.’ Journal of Psychiatric Research, 150 pp. 292–299. https://doi.org/10.1016/j.jpsychires.2022.02.034

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., Zenasni, F. (2018). ‘How Efficient Are Emotional Intelligence Trainings: A Meta-Analysis.’ Emotion Review, 10(2) pp. 138–148. https://doi.org/10.1177/1754073917708613

Kolb, D. (2015). Experiential Learning: Experience as the Source of Learning and Development. Upper Saddle River: Pearson FT Press.

Kolb, D.A., Boyatzis, R.E., Mainemelis, C. (2001). ‘Experiential Learning Theory: Previous Research and New Directions.’ In: Sternberg, R.J., Zhang, L.-f. (eds.) Perspectives on Thinking, Learning, and Cognitive Styles, The Educational Psychology Series. Mahwah: Lawrence Erlbaum Associates Publishers, pp. 227–247.

Lige, T. (2025). Connections Program Manual. Inside Out Leadership Development Group. Unpublished.

Lige, T. (n.d.). Being You – Lead Your Life from the Inside Out Coaching. Inside Out Leadership Development Group. Unpublished.

Luft, J. (1969). Of Human Interaction. Palo Alto: National Press Books.

Luft, J. (1984). Group Processes: An Introduction to Group Dynamics. Mayfield Publishing Company.

Snyder, C.R. (2003). Psychology of Hope. Free Press.

Treleaven, D.A. (2018). Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing. W. W. Norton & Company.

Wilson, J.M., Gheith, R.H., Lowery, R.P., Reber, D.D., Stefan, M.W., Koche, L.S., Rolnik, B.M., Ganz, A.B. (2021). ‘Non-Traditional Immersive Seminar Enhances Learning by Promoting Greater Physiological and Psychological Engagement Compared to a Traditional Lecture Format.’ Physiology & Behavior, 238:113461. https://doi.org/10.1016/j.physbeh.2021.113461

Woolley, K., Fishbach, A. (2022). ‘Motivating Personal Growth by Seeking Discomfort.’ Psychological Science, 33(4) pp. 510–523. https://doi.org/10.1177/09567976211044685