Table 2. Sessions, type of activity, goals, and activity content of the programme.

Codea	TAb	Goals	Activity content
1.1	GAc	To acquire basic concepts about emotions and promote positive climate	Adolescents discuss and elaborate in groups a definition for the concept of emotion. EmoTIC provides words and feedback.
1.2	IAd	To identify the facial expression of basic emotions	A name of an emotion and a set of people’s faces are presented on the smartphone. Adolescents select faces that express that emotion.
1.3	IAd	To understand the two main dimensions of emotions: arousal and hedonic valence.	Adolescents indicate on the smartphone their own perception of the level of arousal and hedonic valence of each basic emotion.
1.4	IAd	To identify the facial expression of basic emotions	The black stripes covering the faces gradually disappear and adolescents have to identify the emotion as soon as possible.
2.5	GAc	To experience the influence of emotions on thoughts.	An activity to show the learned helplessness is proposed on the smartphone. Adolescents then discuss the influence of emotions on thoughts.
2.6	IAd	Analyse emotions and thoughts that emerge in emotional situations.	Adolescents analyse a variety of emotional situations, try to understand feelings and propose the intelligent optimist thought. EmoTIC provides feedback.
2.7	IAd	To deepen in the two main dimensions of emotions: arousal and hedonic valence.	Adolescents indicate their perception of the arousal and hedonic valence levels in complex emotions. Smartphones provide feedback.
2.8	IAd	To take different perspectives and understand how what we think influences how we feel.	An emotional situation is presented on the smartphone. Adolescents try to understand how the person feels based on the thoughts that the situation generates in the characters.
3.9	GAc	To understand the role and the information of each emotion.	Adolescents listen to an audio about feelings using their smartphones. They discuss the role of emotions and the information provided by moods.
3.10	IAd	To understand one’s own emotions, to label them and to appreciate their relevance.	Adolescents focus on their feelings at that moment through smartphone-guided audio. They try to draw and label their emotions.
3.11	IAd	To learn about the families of emotions	Adolescents classify different emotions by families using their smartphones.
3.12	IAd	To promote strengths and self-esteem	Adolescents reflect on their strengths and try to solve an emotional problem offered by emoTIC.
4.13	GAc	To know some strategies of emotional regulation.	Adolescents role-play emotional situations using different regulation strategies randomly selected by their smartphone.
4.14	IAd	To increase knowledge about emotional regulation	Adolescents use a traffic light to indicate their agreement or disagreement with affirmations about emotional regulation. EmoTIC provides feedback.
4.15	IAd	To increase knowledge about emotional regulation strategies	Adolescents choose the most appropriate emotional regulation strategy for each of the conflicting emotional situations they face.
4.16	IAd	To analyse the emotional process	A conflict situation is proposed by smartphones. Adolescents answer the questions through messages as a conversation with a friend.

^aCode of activity according to Table 1.

^bType of activity.

^cGroup activity.

^dIndividual activity.