ED 260-Educational Psychology

1. ED 260-Educational Psychology Ashley Swanson

2. Today’s Topics • Work on Case Study Problem Statements in Groups • Model 4-Emotional Development • Model 5-Moral Development

3. Formulate Problem Statements

4. Model 4-Emotional Development

5. Emotions vs. Temperament • Emotions: combination of physiology, behavior, and feeling • Temperament: genetically based, individual differences in emotions, activity, and self-control that determine our patterns of response to environmental stimuli and events. • Influence on emotions: • Parents’ beliefs: • Acceptability of emotion • Beliefs about active emotional coaching • Gender • Emotional expressions tend to be encouraged in girls and regulated in boys • Culture • Display rules govern the degree of emotional expression considered to be appropriate in certain situations • Each culture has its own set of coping strategies that are considered acceptable

6. Emotional Intelligence (EI) • Goleman’s definition of EI includes 5 dimensions: • Emotional understanding • Responding to other’s emotions • Emotional regulation • Self-motivation • Emotions in relationship • See Guidelines 4.1 (page 69) for ideas on how to teach students emotional intelligence

7. Emotional Understanding • The ability to differentiate and understand one’s emotions and to perceive and understand the emotions of others. • Emotional understanding becomes possible only when certain cognitive milestones are met. • See Table 4.1 on page 65 of the Modules text a chart detailing overall age trends for specific emotional understanding and emotional regulation milestones • Children’s ability to understand their own emotions allows them to feel a greater control over their inner self, which is linked to greater confidence

8. Emotional Understanding

9. Emotional Understanding

10. Emotional Understanding

11. Responding to Other’s Emotions • Emotions are communicated verbally and nonverbally • Verbally: paralinguistic cues (speaking rate, pitch level, vocal quality) • Nonverbally: facial expressions, posture, hand gestures • Empathy: the ability to experience and understand feelings, situations, or motives • Parenthood Video: http://www.nbc.com/parenthood/video/lets-be-mad-together/n42240

12. Emotional Regulation • The ability to tolerate and manage emotions. • Enables students to stay on task and to prevent themselves from being overwhelmed by stress • Social Referencing: observing the reactions of others to help interpret situations and decide how to respond • Teachers can model emotional regulation by being in tune with their own emotions and modeling appropriate emotional expressions for various circumstances • With practice students can move from having hot, reactive emotional responses to cooler, well-reasoned responses

13. Emotional Regulation • Watch Video: http://consciousdiscipline.com/videos/

14. Self-Motivation • The ability to generate feelings of confidence, enthusiasm, and persistence, especially during challenging times • According to Crick and Dodge, emotions can facilitate goal achievement. The attainment of goals can modify student emotional state • It is important to develop intrinsic motivation within students rather than extrinsic.

15. Emotions in Relationships • Students who struggle to understand the emotional states of other and have trouble managing their own emotional state tend to experience greater peer difficulties • Positive peer relationships = great social adjustment and academic success • Bullying is believed to be the result of students learning to regulate their behavior and emotions in response to peer conflict

16. Social Emotional Learning (SEL) • Principles: • Caring relationships are the foundation of all lasting learning • Emotions affect how and what we learn • Goal setting and problem solving provide focus, direction, and energy for learning • It is impossible to completely eliminate all possible conflict in the classroom, instead teachers need to take steps toward minimizing negative emotions and give students the tools they need to manage their emotions when tough situations arise • SEL can easily be integrated into the curriculum by taking advantage of teachable moments and making a conscious effort during academic instruction

17. Social Emotional Learning (SEL) Conscious Discipline Learn more here: http://consciousdiscipline.com

18. Model 5-Moral Development

19. Piaget’s Theory • 2 step process of cognitive development: • Moral Realism: • Right and wrong are determined by consequences given by authority figures. • Rules are absolute • Morality of Cooperation: • Understanding that rules can be bent under certain circumstances • Children realize the complexities of right and wrong

20. Kohlberg’s Theory

21. Eisenberg’s Theory • Eisenberg’s theory of prosocial moral reasoning focuses on positive justice. • Positive justices refers to why we do the right thing • Level 1: Self-Focused Orientation • Level 2: Needs Orientation • Level 3: Approval/Interpersonal Orientation • Level 4: Self-Reflective Empathetic Orientation • Level 5: Internalized Orientation

22. Perspective Taking

23. Aggressive Behavior • Sociomoral Developmental Delay: self-centered orientation that is not replaced by more typical advanced moral development. • Externalizing Blame: Seeing oneself as the victim • Mislabeling or Minimizing: Belittling the severity of the aggressive act

24. Enhancing Moral Development in Schools • Climate of Trust • Developmental Discipline • Service Learning • Curriculum • Challenging Status Quo • School-Based Intervention

25. Main Sources: Bailey, Becky. (2013). Conscious Discipline for Educators. Retrieved from: http://consciousdiscipline.com Bailey, Becky. (2011). Managing Emotional Mayhem: The Five Steps to Self Regulation. Florida: Loving Guidance Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill National Broadcast Company (2013). Parenthood: Season 5 Episode 5. Retrieved from: http://www.nbc.com/parenthood/video/lets-be-mad-together/n42240 Shaul, Joe. (2014). Autism Teaching Strategies. Retrieved from: http://autismteachingstrategies.com/autism-strategies/emotion-cards-social-skills-games-and-activities-to-help-teach-emotional-awareness-to-children-with-asd/