Adolescence

The Emotional Development

EMOTION?

Emotion is part of a person’s

character that consists of their

feelings as opposed to their

thoughts.

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

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.”

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.

Dealing withLOW SELF-ESTEEM

Feeling depressed.

Lacking energy.

Disliking one’s appearance and

rejecting compliments.

Having unrealistic expectations of

oneself.

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.

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

Tips for TALKING with adolescents

Engage adolescents with nonthreatening

questions.

Listen non-judgmentally and

listen more than you speak.

Forgatch & Patterson, 1989

Ask open-ended questions.

Hill & O’Brien, 1999

Avoid “why” questions.

Plutchik, 2000

Match the adolescent’s emotional state, unless

it is hostile.

Forgatch & Patterson, 1989

Casually model rational decision-

making.

Keating, 1990

Discuss ethical and moral problems that

are in the news.

Santilli & Hudson, 1992

Daniel Goleman

Dimensions of Emotional Intelligence

Self-Awareness

Self-Regulation

Motivation

Empathy

Social Skills

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.

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.

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.

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.

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.

The emotional brain develops to an event more quickly than the

thinking brain.

Daniel Goleman

Teachers need to be comfortable talking

about feelings.

Daniel Goleman

Child and Adolescent Development

Adolescent’s Emotional Development

Presented by:Talaboc, Clarice Anne D.II-6 AB/BSE Literature

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