Emotions can be difficult to put into words
A feeling may be clear while its name and meaning and context remain difficult to identify
Carry everyday records
into the next conversation
Talk Emotions is a one-month guided workbook for naming emotions and recording how events and thoughts and feelings connect It can support continuity across counselling centres and healthcare settings as well as elementary and middle school after-school activities and university student programmes
- Record period
- One month
- Record structure
- Notice · name · record · review
- Designed for
- Care · counselling · education
WHY IT MATTERS
Find the words after
Find the words after
“I don’t feel good”
Context gets lost between conversations
Events and thoughts and emotional shifts can be hard to recall by the time the next conversation begins
Everyday changes are easy to miss
Without a record there are fewer clues for noticing recurring moments and changing responses together
01 — PRODUCT STRUCTURE
Four kinds of reflection
Four kinds of reflection
across one month
Rather than prescribing an answer the diary helps people observe their experience and name emotions and keep a record they can bring into the next conversation
- 01
Monthly intention & review
Look back on recent patterns and note what you hope may change
- 02
Emotional vocabulary
Move from a vague feeling towards more precise words
- 03
Context journaling
Connect events and thoughts and the feelings that followed
- 04
Short daily prompts
Use a short reading and question to capture the present moment
02 — IN PRACTICE
A record that continues
A record that continues
around each conversation
It does not replace a professional conversation It helps people prepare for it and preserve context between meetings
- 01
Before a session or class
Recall recent events and feelings then organize what may be useful to discuss
- 02
Between conversations
Record shifts and recurring moments while they are still part of everyday life
- 03
At the next conversation
Use the record to look more closely at emotional language and the shape of an experience
Talk Emotions does not replace diagnosis or treatment It is a supporting tool for emotional awareness and reflection and professional conversation
03 — WHERE IT FITS
Designed for care
Designed for care
and education settings
The way a record is introduced and reviewed can be adjusted around each organization’s professional scope and purpose
Hospitals & clinics
Optional records before a first conversation and context between visits
Counselling centres
Reflection around sessions and group counselling and guided workshops
Integrative clinics
Personal reflection on stress and daily context and changes between visits
Elementary & middle schools
After-school emotional literacy and private small-group reflection
Universities & college counselling
Student wellbeing programmes and workshops and personal reflection
Community & wellbeing organizations
Preparation for support conversations and programme reflection
04 — SCHOOL & CAMPUS PROGRAMMES
Emotion programmes
Emotion programmes
for schools and universities
Diary supply can include educator training delivered in person or online with a practical teaching-guide booklet shaped around the institution’s schedule and safeguarding standards
Elementary & middle school
- After-school · counselling groups
- Emotional language activities
- Optional sharing
University & college
- Counselling · co-curricular
- Talks · personal reflection
- Academic calendar review
After-school emotional
literacy programme
An after-school programme that helps elementary and middle school students expand emotional vocabulary and describe the links between everyday events and thoughts and feelings in their own words
- Language and examples and activity depth are adapted for upper-elementary and middle school students
- Students are not required to disclose diary entries and choose what they want to share if anything
- The diary may be supplied on its own or paired with workshops around the school timetable and setting
Student wellbeing &
self-understanding programme
A university and college programme that helps students reflect on emotions around study and relationships and career decisions and transitions then identify the support they may need
- Available for a single talk or a small-group workshop or a reflection programme running through part of a term
- Roles remain clear alongside the university counselling centre and existing student-support pathways
- Diary supply and talks and activity materials are reviewed around the programme purpose and available budget
Student records remain personal Disclosure or group sharing is never a requirement Safeguarding and family information or consent for minors as well as crisis response and referrals follow the institution’s existing policies and professional pathways These programmes do not replace diagnosis or treatment
Discuss a school or university programme
05 — SUPPLY OPTIONS
Choose around the way
Choose around the way
your organization works
Tell us the intended use and estimated quantity We will explain the supply routes and conditions currently available
- 01
Institutional purchase
Use and distribute the quantity your organization needs
Configuration · quantity · lead time · payment · delivery - 02
Consignment discussion
Review display and sale and operating terms together
Supply · settlement · inventory · returns - 03
Programme integration
Use the diary within school and university and care or education programmes
Content · scope of use · schedule · responsibilities - 04
Recurring supply
Plan around an academic term or quarter or operating cycle
Cycle · quantity · lead time · payment · delivery
Review a sample first
then find the right supply route
Pricing and minimum quantity and lead time as well as consignment and tailored configurations are confirmed individually against current conditions
06 — PARTNERSHIP BENEFITS
Support beyond
Support beyond
diary supply
Organizations that adopt Talk Emotions or partner with Emotionography receive priority information about related education and care and programme opportunities subject to the agreed scope
- 01
Priority access to training & talks
Discuss educator training and emotional-literacy sessions in person or online or with a practical guide booklet
- 02
Counselling & professional connections
Once we understand the people you serve and the need involved we review available counselling and coaching and professional connections first
- 03
Early access to new programmes
Receive early information about new emotional learning and reflection programmes as well as pilots and co-design opportunities
- 04
Tailored operating discussions
Review a joined-up approach across diary supply and education and content and care connections around your schedule and purpose
The availability and timing of priority benefits are confirmed individually according to the partnership scope and organizational purpose and programme conditions
Ask about partnership scope
07 — ADOPTION PROCESS
A clear four-step
A clear four-step
adoption process
- 01
Review an institutional sample
Start by looking through the product structure and reflection format
- 02
Discuss purpose & quantity
Confirm who will use it and where it will be used and what it should support
- 03
Confirm supply & operations
Clarify responsibilities and the conditions needed for practical delivery
- 04
Agree timing then supply
Receive the materials and delivery schedule based on the agreed route
08 — STANDARDS OF TRUST
Standards of trust
Standards of trust
before the product
- 01
Rights before release
We publish only after confirming copyright and trademarks and the permitted scope of use
- 02
Only the information we need
We collect only what the purpose requires and state what is retained and for how long
- 03
No diagnosis by shortcut
We explain the role and limits of workbooks and self-report tools before use
- 04
Clear professional scope
We distinguish intended users and limits of interpretation and provider responsibilities
PRODUCT RESPONSIBILITY
Keeping research direction
Keeping research direction
and content standards aligned
April Hur leads Emotionography’s research direction and content standards and service strategy as well as partnerships with professionals and organizations
- Current
- Senior Researcher · Center for Education Research · Seoul National University
- Ph.D.
- Spiritually Integrative Psychotherapy · Claremont School of Theology
- M.Div.
- Yale Divinity School
09 — FAQ
Questions before
Questions before
adoption
Where can it be used?
It may be considered wherever reflection records support conversations or programmes in counselling and healthcare and education and coaching or community care We review the purpose and setting before outlining an appropriate scope
Can we review an institutional sample first?
Use the enquiry form below to tell us your organization type and intended use We will reply by email with the sample material and current supply information available
How do we confirm minimum quantity and pricing?
Terms may vary by quantity and product configuration and lead time and delivery method Share an estimated quantity and we will outline the current conditions individually
Is consignment possible?
Where on-site display and sale are useful we review supply and settlement and inventory terms together Availability is confirmed for each organization
What do partner organizations receive?
We provide priority information about talks and workshops and counselling and professional connections as well as new programmes and co-design opportunities The actual scope is agreed for each partnership
Can this run as an elementary or middle school after-school programme?
Yes We review the age group and cohort size and number of sessions as well as the purpose of the after-school or enrichment or school counselling setting then discuss a suitable combination of diaries and emotional language activities and workshops Disclosure or group sharing is not required
Can universities use it for co-curricular or campus counselling programmes?
Yes Diary supply and talks and small-group workshops and private reflection can be reviewed around the academic calendar and the goals of campus counselling and student support and first-year transition or career programmes
How is educator training and booklet support provided?
Training for school and institutional staff can be arranged in person or online with a practical guide booklet for day-to-day delivery
Can it be integrated into a programme?
Programme integration and tailored configurations are reviewed against the purpose and schedule and quantity and intended scope of use
Does it replace counselling or treatment?
No Talk Emotions supports emotional awareness and reflection and professional conversation It does not replace diagnosis or treatment
Start a useful record
around the way you work
Tell us your organization type and intended use and estimated quantity Schools can include the age group and after-school format while universities can include the department and academic schedule We will confirm the supply and programme options currently available
Email emotionography@my-emo.com
Chat on KakaoTalkForm enquiries are sent to the email above and we reply within three business days