emotional development in adolescents
DESCRIPTION
The development of emotions in adolescents.TRANSCRIPT
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Adolescence
The Emotional Development
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EMOTION?
Emotion is part of a person’s
character that consists of their
feelings as opposed to their
thoughts.
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Emotional development during adolescence involves establishing a realistic and coherent sense of identity in the context of relating to others and learning to cope with stress and manage emotions.
Santrock, 2001
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Developing a SENSE OF IDENTITY
Self-concept
Self-esteem
The COGNITIVE ASPECT in which individuals have a perception about themselves, such as “I’m good at Math.”
The AFFECTIVE ASPECT in which an individual evaluates components of him/herself, such as “I feel good about my math skills.”
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Global Self-Esteem
Specific Self-Esteem
How much we like or approve of our perceived selves as a whole.
How much we feel about certain parts of ourselves.
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Dealing withLOW SELF-ESTEEM
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Feeling depressed.
Lacking energy.
Disliking one’s appearance and
rejecting compliments.
Having unrealistic expectations of
oneself.
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Having serious doubts about the future.
Being excessively shy and rarely
expressing one’s own point of view.
Conforming to what others want and
assuming a submissive stance in most
situations.
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Raising SELF-ESTEEM
LOW SELF-ESTEEM develops if there is a gap between one’s self-concept and what one believes one “should” be like.
Harter, 1990b
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Tips for TALKING with adolescents
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Engage adolescents with nonthreatening
questions.
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Listen non-judgmentally and
listen more than you speak.
Forgatch & Patterson, 1989
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Ask open-ended questions.
Hill & O’Brien, 1999
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Avoid “why” questions.
Plutchik, 2000
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Match the adolescent’s emotional state, unless
it is hostile.
Forgatch & Patterson, 1989
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Casually model rational decision-
making.
Keating, 1990
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Discuss ethical and moral problems that
are in the news.
Santilli & Hudson, 1992
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Daniel Goleman
Dimensions of Emotional Intelligence
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills
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Self-Awareness(Emotional Understanding)
High Emotional Intelligence
• Can openly identify
and express feelings.
• Reads nonverbal
language effectively.
• Can identify the
feelings of others.
Low Emotional Intelligence
• Cannot share feelings
verbally.
• Is oblivious to
nonverbal
communication.
• Is not perceptive with
regard to other’s
feelings.
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Self-Regulation(Emotional Regulation)
High Emotional Intelligence
• Promotes an optimistic
point of view.
• Reacts to hurt by
processing feelings.
• Is emotionally
resilient.
Low Emotional Intelligence
• Lets negative feelings
dominate.
• Reacts to hurt with
physical violence.
• Carries a grudge and
is unforgiving.
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Motivation(Self-Motivation)
High Emotional Intelligence
• Usually feels
respected and
competent.
• Is motivated by
personal meaning.
Low Emotional Intelligence
• Usually feels
inadequate and
defensive.
• Is motivated by
rewards and instant
gratification.
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Empathy(Responding to Other’s Emotion)
High Emotional Intelligence
• Accepts self and
others.
• Can communicate
assertively.
• Displays empathy.
Low Emotional Intelligence
• Is not accepting to self
and others.
• Uses passive or
aggressive
communication.
• Lacks empathy.
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Social Skills(Emotions in Relationships)
High Emotional Intelligence
• Says “I feel…” (“I”
message).
• Is a good listener.
• Talks out problems
with others.
Low Emotional Intelligence
• Says “you always…”
(blame statement)
• Is a poor listener.
• Acts out against
others when there is a
problem or
miscommunication.
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The emotional brain develops to an event more quickly than the
thinking brain.
Daniel Goleman
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Teachers need to be comfortable talking
about feelings.
Daniel Goleman
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Child and Adolescent Development
Adolescent’s Emotional Development
Presented by:Talaboc, Clarice Anne D.II-6 AB/BSE Literature
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