Talents, values and emotions to transform your sessions.

You can choose a single activity to start a conversation or combine several in a supportive process. The person observes, chooses, puts words to it, and ends with their own decision.

To understand the moment · Emotional map

The person selects the emotions they recognize in their situation and places them on the map according to their intensity and frequency. Questions such as "When does it appear?", "What is it telling you?", and "What do you need now?" help to move from a vague feeling to a clearer understanding.

To recognize resources · Discovering my talents

First, explore the talents you identify with, then compare that perspective with examples from people in your life. The process ends by prioritizing six talents and observing how they are expressed in real-life situations.

To make informed decisions · Discovering my values

Select and prioritize the values you consider essential. Then review which ones are present, where tension exists, and what specific decision or behavior would allow you to live with greater consistency.

To explore direction · Discovering my profession

Connect talents, values, and interests with real tasks, environments, and career options.

The guide includes closing questions, suggested times, and variations. The depth is adapted to the session's objective and what the person wants to share.

For groups that share a common interest or need, even if the people don't know each other or plan to continue working together. Each participant works on their own experience and shares only what they wish.

Emotional learning · Emotional map

Each person identifies the emotions present in a situation and ranks them according to their intensity and frequency. This process helps to recognize signs, understand the underlying need, and choose a more conscious response.

Self-knowledge · Discovering my talents

Each participant explores the talents they identify with, looks for real-life examples, and selects those that best explain their way of acting, learning, or relating.

Priorities and decisions · Discovering my values

People select and order their essential values, observe which ones are present in their lives, and detect what decision or change would allow them to live with greater coherence.

Vision and Change · Visualization Map

Images allow us to represent the starting point and the desired scenario. Then, we identify resources, obstacles, and specific steps to move closer to that vision.

Purpose · Discovering my Ikigai

A journey to connect interests, talents, values, contribution and professional reality, and to build an initial hypothesis of purpose that can be explored.

Academic or professional guidance · Discovering my profession

Connect talents, values, and interests with real tasks, environments, and career options to expand possibilities and make decisions based on your own criteria.

Personal coherence · Coherence with my essence

It helps to review how time and energy are distributed, what aspects generate satisfaction, and what small adjustment would allow you to live in a more aligned way.

In a group workshop, each person works on themselves in relation to a common goal. The workshop can be a short session, a 60–90 minute workshop, or a series of several sessions.

For people who do share a project, relationships, and a common work reality. KitCo facilitates everything from fun and meaningful team building to workshops focused on talents, values, emotions, communication, cohesion, or change.

Meaningful team building

Interactive activities to enjoy, break free from routine, and get to know each other from a different perspective. The game facilitates conversations that rarely arise in everyday life and allows for a shared learning experience.

Talents and contribution to the team

Recognizing each person's contributions, discovering complementary talents, and highlighting often-overlooked contributions are key. Concrete examples transform recognition into valuable information for the team.

Team values and culture

Explore which values are present, which ones the team needs to strengthen, and how to translate them into observable behaviors, boundaries, and agreements.

Emotional climate and needs

Identify how the team is feeling, understand what the emotions are indicating, and discuss what it needs to move forward without turning the dynamic into a judgment about the people.

Communication and different perspectives

Proposals such as "How do I feel when…?" allow people to express the impact of meetings, changes, workload or coordination, listen to other points of view and reduce misinterpretations.

Cohesion, trust and conflict management

It helps to identify what facilitates or hinders collaboration and to build concrete agreements to relate, communicate and work better.

Shared vision and change · Visualization map

The team represents the starting point, builds a shared image of the desired scenario, and identifies resources, obstacles, and next steps to move forward.

In an organization, people also work on the relationships and systems they share. You can adapt each proposal to the objective, the number of participants, and the time available.

The proposals can be adapted to the stage, the vocabulary of the students and the educational objective: emotional literacy, self-esteem, coexistence, cohesion or guidance.

To prepare the space · Group Agreement

The class agrees on how to listen, take turns, pass a question, and request a pause. The agreement is displayed and can be clearly and politely reminded using the Agreement Card.

To expand vocabulary · Emotional dictionary

Students represent, identify, and classify emotions, relating images and definitions. The activity helps them differentiate nuances and understand that no emotion is "bad.".

To understand different perspectives · How do I feel when…?

One person chooses a situation and a card that represents how they experience it; the group tries to guess the situation and then shares other possible answers. It's a playful way to work on empathy and teamwork.

To boost self-esteem · Who do these talents represent?

The group selects talents they recognize in a person and explains when they observed them. The concrete example helps make the recognition understandable and easier to integrate.

Participation can involve speaking, pointing, acting out, observing, or taking turns. The language and depth are always appropriate to the stage and context.

The letters allow for facilitation without questioning: each person chooses what to share, listens to how the other experiences it, and participates according to their age, moment, and way of expressing themselves.

To understand how each person experiences it: How do I feel when…?

Choose a family or couple situation and ask each person to choose the emotion it evokes in them. Compare the responses with curiosity, without correcting or deciding for the other person how they should feel.

To nurture the bond · The values of the group / family / couple

Each person selects which values they consider important, and then a shared priority is built. Closure translates each value into something visible: a boundary, a gesture, a habit, or an agreement.

To recognize what each person contributes · Who do these talents represent?

Choose talents you recognize in another person and accompany them with an example: "I saw this in you when...". The person receiving the letters can then say whether they also recognize themselves in them.

To make sense of what is happening · Emotional map

Select present emotions and rank them by intensity and frequency. With professional support, the map helps to recognize patterns, needs, and a next step that the system can address.

In family, couple, or child-related situations, the right to participate is upheld, and the language used is adapted. If intense distress arises, the process is paused, and professional care is prioritized.