“…For the elaboration of ICMC, conceptual proposals have been analyzed (e.g., Hauser, 2019), empirical studies of psychopedagogical intervention in emotional education and experience sampling, applied in the field of education (e.g., P.E.C.E.R.A., by de Morales Ibáñez and Alzina, 2006; The Evaluation of the Program for the Prevention of Structural Violence in the Family and School Centers, of Moral and Pérez, 2010;Happy Emotional Education Program, of Filella et al, 2018), as well as models and theories that deal with the central elements separately (e.g., Murray, 2005;Caballero, 2010;Cabanach et al, 2010;Pérez-Escoda et al, 2013;Romera et al, 2015;Balzarotti et al, 2016;Filella et al, 2016, among others); this analysis has indicated three possible areas of conflict development that should be considered; in the first place, the conflict that the person has with himself (from the theory of the psychic apparatus, Salcedo, 2010); second, the conflict that the person has with another person (from Darwin's theory of evolution, Aznavurian, 2012) and, finally, the conflict that is generated between groups (from Marx's class conflict theory, Izaguirre, 2014). We consider that analyzing this oscillation between the "I" and the "we, " between the being as an individual entity and the being as a social entity, with the mediation of exercises that encourage creativity, imagination, reflection and the development of consciousness, it enables the execution of cognitive reevaluation and, therefore, the development of the ability to alter one's responses, one of the characteristics associated with the human condition (Baumeister and Heatherton, 1996).…”