EMOTIONAL

DEVELOPMENT &

LEARNING

By Jackie Strobel

EDGR 535 Theories of Teaching and Learning

Concordia University

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ALSO KNOWN AS….

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Students need to learn how to deal with difficult emotions in an appropriate

manner that does not bring harm toward oneself or others through a calm

discussion between two people that provides a resolution that meets the needs of

oneself or both parties involved.

Problem

Solving

Conflict

Resolution

Emotional

Intelligence

Communication

Skills

Social

Skills

10 INDICATORS OF MORAL DECLINE

1. Violence and vandalism

2. Stealing

3. Cheating

4. Disrespect for authority

5. Peer Cruelty

6. Bigotry

7. Bad Language

8. Sexual precocity and abuse

9. Increasing self-centeredness and declining civic responsibility

10. Self destructive behavior (Lickona, 1991)

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Dad has LEFT…

Mom is DRUNK….

Brother taken to JAIL….

Received EVICTION NOTICE…

and a paper is DUE…

What do you do??

Other REASONS

that cause emotional

distress includes….

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Moderate levels of stress is healthy….however, very

high levels of stress over time are damaging and can

impair cognition (Jensen, 2005).

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“Emotions..are one of the most important

regulations of learning and memory”

(Jensen, 2005, p. 56)

Has a negative impact on learning

Affects the person as a whole

Leads to problems with self

Leads to problems with society

“The threat of violence in the

learning environment, whether

real or perceived, can have a

negative impact on learning”

(Jensen, 2005, p. 74).

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BEING IN A CONSTANT DISTRESSING

EMOTIONAL STATE …

BRAIN DAMAGE

“Reduces the number of new brain

cells produced” (p. 74).

“Damages the hippocampus

where information is stored

and determines value” (p.74).

“Linked with mood disorders” (p. 74).

“Atrophy of the dendrites” (p.74).

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“Impairs students’ ability to sort out what’s important

and what’s not” (p. 74).

Too much stress:

“Kills brain cells” (Jensen, 2005, p. 74).

EMOTIONS LEFT UNCHECKED RESULT IN….

Crime, Prison

Physical disabilities

Mental disabilities

Teen pregnancies

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The cycle repeats, but returns worse as

girls become pregnant younger and

younger and crime rates rise.

“More than one million adolescents

become pregnant each year in the United

States. That's about 3,000 a day. Before

they leave their teens, four out of ten

girls will become pregnant—most of them

unintentionally” (2000-2014, p. 1).

NEGATIVE EMOTIONS WITH FEAR AND THREAT

“We recall negative emotional events longer,

and they affect more brain circuits” (p. 56).

With fear, the brain goes through a “three-

stage process…and recognizes what is

urgent, risky, exciting, scary or uncertain

and immediately gives it preferential

processing treatment.” (p. 56).

“The brain has three choices when

confronted with overwhelming

threat: Fight, Escape, Freeze” (p. 74).

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“Stressful events lead to the secretion of glucocorticoid

hormones, including cortisol, which influence cognitive

performance” (Jensen, 2005, p. 56).

THE BRAIN’S ABILITY

“Brain chemicals that support improved memory include cortisol, nor epinephrine and dopamine, which are produced and released in the brain under reasonably predictable conditions, including risk, excitement, urgency and pleasure” (Jensen, 2005, p. 58).

Emotions drive “attention, create meaning, and have their own memory pathways. They regulate behaviors and they help us organize the world around us” (p. 69).

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SIGNS OF EMOTIONAL DISTRESS

“Depressed mood” (OSU, 2014, p. 1).

“Inability to communicate clearly” (p.1).

“Loss of contact with reality” (p.1).

“Talking/Hinting of suicidal thoughts or

intentions” (p.1).

“Highly disruptive behavior” (p.1).

“Homicidal threats” (p.1).

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LESS SEVERE SIGNS OF EMOTIONAL

DISTRESS

“Repeated requests for special

consideration for deadline

extensions” (OSU, 2014, p.1).

“Behavior that pushes limits of

decorum” (p.1).

“Exaggerated emotional

responses” (p.1).

“Withdrawal from activities or

friends” (p.1).

“Changes in sleep or eating

patterns ” (p.1).

“Serious grade problems or a

change from good grades” (p.1).

“Excessive absences especially if

past record was good” (p.1).

“Perfectionist, procrastination,

excessive worrying” (p.1).

“Significant changed patterns of

interaction” (p.1).

“Totally avoiding

participation ” (p.1).

“Excessive anxiety when

called upon ” (p.1).

“Dominating discussions” (p.1)

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EMOTIONAL CYCLE UNTOUCHED

A painful event

Fear, hurt, anger

Attitude

Behavior Rebellion

Cry for Help

Heart of Stone

Crime Violence

Drugs Suicide

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HOW TO HELP….

“Talk to student privately

when not rushed” (OSU, 2014, p. 1)

“Express concerns in a

nonjudgmental way” (p. 1).

“Listen sensitively in a

non-threatening way” (p. 1).

“Avoid judging or

criticizing” (p. 1).

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“Give your undivided attention. This

can help the student feel confident

about the next steps to take” (p. 1).

Say, “I’ve noticed you’ve been

absent often and I’m concerned

about you” (p. 1).

“Repeat back to show

understanding. Allow student

to talk and express feelings” (p. 1).

“Respect student’s value system

even if you don’t agree with

it” (p. 1)

EMOTIONAL DEVELOPMENT STRATEGIES

Discuss real world problems

Discuss emotions in a safe environment

Learn coping skills to deal with various emotions

Aid students in making better choices

Include in curriculum

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Self Control Feelings and

Relationships

Interpersonal Cognitive

Problem-Solving

SOCIAL AND EMOTIONAL

DEVELOPMENT STRATEGIES

Self Control

Self Responsibility

Logical reasoning and problem solving

Emotional states

Point of view

Affecting others

Social problem-solving

Stop and think

Identify problems and feelings

Set goals

Generate alternative solutions

Evaluate consequences

Plan

Execute

Evaluate action

Try again if 1st solution fails

(The PATHS Curriculum, 2012)

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INDIVIDUAL COPING STRATEGIES

Reach out to a friend, family member, mentor or spiritual advisor

Exercise to clear head and improve mood

Sleep Go to bed and get up at regular times

Eat healthy

Your mind and body needs it to function well

Talk to a professional therapist on campus

Talk with your Doctor

Avoid alcohol and other drugs Though they provide some temporary relief, they will

exacerbate and can intensify symptoms and will make the situation even worse (OSU, 2014)

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INDIVIDUAL COPING STRATEGIES

Keep to a routine even if you don’t feel like it.

Do healthy activities that you once enjoyed such as:

Take a bath, bubble bath, long hot shower

Smell things that are pleasant, flowers, perfume

Watch a funny movie

Go for a walk in a pleasant place, beach or park

Read inspirational material, or a documentary

Eat your favorite foods. Chocolate is good

Journal your thoughts and feelings

whether good or bad (OSU, 2014)

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Education and support in Emotional Development is needed

to help individuals make better choices in dealing and

coping with difficult emotional problems in their life.

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Ausubel’s Theory

When a teacher is able to guide a student through a problem solving situation that utilizes higher order thinking skills through executing all the steps, a secure foundation will be laid for the student to take the next step on his or her own which allows him or her to implement the powers of higher order thinking in his or her own life (Ivie, 1998)

Teachers are the 2nd person in a students life that has a strong impact and have a powerful influence to contribute to the values and character of students through being a caregiver, model and mentor. (Lickona, 1991).

“Students need to be taught emotional intelligence skills in a repetitive

way that makes positive behaviors as automatic as negative ones”

(Jensen, 2005, p.80).

“Research supports the value of engaging appropriate emotions. They

are an integral and invaluable part of every person’s education” (p. 80).

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Let’s be proactive and not wait for them to get out of jail to send

them to drug rehabilitation or a parenting class or an anger

management class or a conflict resolution class.

OUR ROLE AND GOAL AS

EDUCATORS

Is to educate students, but

education is more than just

learning reading, math, science,

language arts and test scores

It is also to help, support and

prepare students for the ultimate

goal to succeed in life to be

productive individuals

Is to understand that students

have emotions and experiences

that will shape their future.

.

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TIMING

Teaching emotional development and coping

skills is ideal and easier in elementary schools

and would be ideal to continue teaching this

through middle school and high school

Any time is a good time

to teach this topic even to Adults…..

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In a five year research done by California’s Child

Development Project (CDP) showed positive

results in four areas, one of which was Social

Problem Solving Skills:

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“In resolving hypothetical conflicts, program students paid more

attention to the needs of all parties, were less likely to propose

aggressive solutions, and came up with more alternative plans”

(Lickona, 1991, p. 29).

H

O

P

E Joy and Pleasure is a “state that is absolutely

essential for all learning” (Jensen, 2005, p. 75).

Emotions are part of life and

effect the ability to learn

and grow…Teachers have

the opportunity to make a

difference.

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Because life changes, people change, environments change, and more research proves there is a problem. Teachers need to be learning

how to build boats and how to teach others to do the same for survival otherwise, when the floods come, many will be caught

sinking and drowning – Jackie Strobel

REFERENCES: Family Education. (2000-2014). Pearson Education, Inc. Retrieved from http://pregnancy.familyeducation.com/teen-

pregnancy/57275.html

Ivie, S. D. (1998). Ausubel's learning theory: An approach to teaching higher order thinking skills. High School Journal. 82(1). 35.

Jensen, Eric. (2005). Teaching with the brain in mind (2nd Ed.). Alexandria, VA: ASCD.

Lickona, Thomas. (1991). Educating for Character: How our Schools Can Teach Respect and Responsibility. New York: Bantam Books.

Oregon State University. (2014). Counseling & Psychological Services, How to Deal with a Distressed Student. Retrieved from http://oregonstate.edu/counsel/how-deal-student.

Oregon State University. (2014). Counseling & Psychological Services, Recognizing Troubled Students - The Disruptive Student. Retrieved from http://oregonstate.edu/counsel/recognizing-troubled-students.

Oregon State University, 2014. Counseling & Psychological Services, Ways to Help Yourself Retrieved from http://oregonstate.edu/counsel/node/175

The Prevention Research Center for the Promotion of Human Development. 2012. The PATHS Curriculum. The Pennsylvania State University. Retrieved from http://www.prevention.psu.edu/projects/PATHSCurriculum.html

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