Section 3 44 Chapter 2 and Health Persuasive Speech Have students think of an activity that makes them happy (one they can share with the class). Then ask students to write a brief persuasive speech about the activity. Explain that a persuasive speech is designed to change the attitude of a listener. In this case, students will be trying to convince a person who is unfamiliar with the activity or who has had no interest in the activity to try the activity. In other words, the student has to make the activity sound appealing. L3 Objectives Before class begins, write the objectives on the board. Have students copy the objectives into their notebooks at the start of class. Assure students that they can keep their responses to the writing assign- ment confidential. After students have completed the activity, discuss the myth. Ask them to think of examples of situations in which it might not be healthy to “let your feelings out.” Tell students that in this section they will learn some examples of constructive and destructive ways of expressing emotions. Teaching Transparency W7 1. Focus Warm-Up Myth/Fact Expressing Your Emotions 44 Chapter 2 Expressing Your Emotions Section 3 Objectives Identify four primary emotions and three learned emotions. Explain why it is important to recognize your emotions. Distinguish helpful from harmful coping strategies. Vocabulary • emotion • primary emotion • grief • learned emotion • coping strategy • defense mechanism Primary Emotions One important part of a healthy personality is being able to express emo- tions in appropriate ways. An is a reaction to a situation that involves your mind, body, and behavior. Research shows that people are born with a few basic, or primary, emotions. are emo- tions that are expressed by people in all cultures. Happiness, sadness, anger, and fear are examples of primary emotions. Happiness People feel happy for many different reasons and some- times for no particular reason at all. Happiness is a normal response to pleasant events in one’s life. Feeling happy helps you feel good about your- self. Make a list of the things you enjoy. Then, try to make room in your daily life for these experiences. If you enjoy skating with friends, for exam- ple, make plans with your friends to go skating. If you like to read books, set aside some time each day for reading. The good feelings that result will stay with you for the rest of the day. Sadness Sadness is a normal response to disappointing events in your life. A day when nothing goes right, a poor grade in school, or family problems can all leave you feeling sad and empty. When you are sad, you may cry, eat more or less than normal, feel tired, or withdraw from those around you. If you are sad about the death of a loved one, you will likely experience a period of deep sorrow known as grief. Primary emotions emotion Myth It is always healthy to “let your feelings out.” Fact Some ways of expressing your emotions are positive and constructive. Other ways of expressing emotions are negative and destructive. Think of a time when you felt afraid and a time when you felt guilty. Describe how you behaved in response to each feeling. Sensitive Issues Students who have problems expressing their feelings or who are currently dealing with a strong emotion, such as grief, may be particularly vulnerable when discussing ways in which people express and cope with emotions.
Transcript
Section 3
44 Chapter 2
and HealthPersuasive Speech
Have students think of an activity thatmakes them happy (one they can sharewith the class). Then ask students to writea brief persuasive speech about the activity.Explain that a persuasive speech isdesigned to change the attitude of a
listener. In this case, students will be tryingto convince a person who is unfamiliar withthe activity or who has had no interest inthe activity to try the activity. In otherwords, the student has to make the activitysound appealing.
L3
Objectives Before class begins, write the objectiveson the board. Have students copy theobjectives into their notebooks at thestart of class.
Assure students that they can keeptheir responses to the writing assign-ment confidential. After studentshave completed the activity, discussthe myth. Ask them to think ofexamples of situations in which itmight not be healthy to “let yourfeelings out.” Tell students that inthis section they will learn someexamples of constructive anddestructive ways of expressing emotions.
Teaching Transparency W7
1. Focus
Warm-Up Myth/Fact
Expressing YourEmotions
44 Chapter 2
Expressing YourEmotions
Section 3
Objectives� Identify four primary
emotions and threelearned emotions.
� Explain why it isimportant to recognizeyour emotions.
Primary EmotionsOne important part of a healthy personality is being able to express emo-tions in appropriate ways. An is a reaction to a situation thatinvolves your mind, body, and behavior. Research shows that people areborn with a few basic, or primary, emotions. are emo-tions that are expressed by people in all cultures. Happiness, sadness,anger, and fear are examples of primary emotions.
Happiness People feel happy for many different reasons and some-times for no particular reason at all. Happiness is a normal response topleasant events in one’s life. Feeling happy helps you feel good about your-self. Make a list of the things you enjoy. Then, try to make room in yourdaily life for these experiences. If you enjoy skating with friends, for exam-ple, make plans with your friends to go skating. If you like to read books,set aside some time each day for reading. The good feelings that resultwill stay with you for the rest of the day.
Sadness Sadness is a normal response to disappointing events in yourlife. A day when nothing goes right, a poor grade in school, or familyproblems can all leave you feeling sad and empty. When you are sad, youmay cry, eat more or less than normal, feel tired, or withdraw from thosearound you. If you are sad about the death of a loved one, you will likelyexperience a period of deep sorrow known as grief.
Primary emotions
emotion
Myth It is always healthy to “let your feelings out.”
Fact Some ways of expressing your emotions are positiveand constructive. Other ways of expressing emotions are negative and destructive.
Think of a time whenyou felt afraid and a time when youfelt guilty. Describe how you behavedin response to each feeling.
Sensitive Issues Students who have problems expressingtheir feelings or who are currentlydealing with a strong emotion, such asgrief, may be particularly vulnerablewhen discussing ways in which peopleexpress and cope with emotions.
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Personality, Self-Esteem, and Emotions 45
English Language Learners List the four primary emotions on theboard. Have beginning English languagelearners copy the four words into a healthglossary or onto index cards. Next to eachword, have students draw a face or other
picture that will help them remember themeaning of the word. Have intermediateEnglish language learners write a sentencefor each of the words that gives a simple definition of the term.
EL
Reading/Note Taking 2-3
Adapted Reading/Note Taking 2-3
Primary Emotions
Journal Writing Have students think about a few eventsor situations that made them feel sad.Then, have students record in their private journals ways that they typicallyrespond to feelings of sadness. Ask stu-dents to note whether they think theseresponses are helpful or harmful. Afterstudents study coping strategies, askthem to return to this journal entry toreconsider their classification of theresponses.
Visual Learning: Figure 9For visually impaired students, eitherdescribe the facial expressions in thephotographs so students can identify theemotions or ask students to produce anappropriate facial expression for eachemotion. (You might want to have students who are not visually impairedtry describing the facial expressionswithout using any words that provideverbal clues to the emotions.)Caption Answer Clockwise, from top:fear, anger, sadness, happiness
Allow students to answer this question in their
private journals.
Connect to
YOUR LIFE
L1
L3
L2
ELL3
2. TeachWhat can you do to overcome feelings of sadness? You can share yourfeelings with a close relative or friend. If you are sad about a failure, itmight help to make a list of your accomplishments or do something nicefor yourself. It is important not to withdraw from other people or isolateyourself. If you do, your sadness can become overwhelming.
Anger Feelings of anger can range from mild resentment to intenserage. You probably have experienced the tense muscles, racing heart, andrapid breathing associated with anger. You may even have gotten red in theface and clenched your fists. Anger is a normal response to feeling frus-trated or helpless.
Anger can be either a helpful or harmful emotion. Anger is helpfulwhen it provides you with the energy necessary to try to change things.Clayton is angry because his parents often say, “Why can’t you get goodgrades like your brother?”After thinking about the situation, Clayton real-izes that his brother puts a lot of effort into his schoolwork. He decides toask his brother to help him improve his approach to his studies.
Anger can also be destructive. What if Clayton decides to focus hisanger on his brother? He might start avoiding his brother or find reasonsto fight with him. People who tend to express anger in negative ways mayhurt themselves and others. They are also at greater risk for developing ill-nesses such as heart disease. The Building Health Skills activity on pages42–43 offers strategies for dealing with anger in healthy ways.
If a close friend insulted you, how would you feel? How might you react?
Connect to YOUR LIFE
45
FIGURE 9 Primary emotions produce distinct facial expressions that are easy to recognize. Observing Which emotion is beingexpressed in each photo—happiness,anger, sadness, or fear?
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46 Chapter 2
Content Update Use the Web Code toaccess up-to-date information aboutemotions. Have students complete theWeb activity.
Learned Emotions
Cultural ConnectionBecause the expression of learned emotions can vary between cultures,people from different cultures may notcorrectly identify the emotion that isbeing expressed. Discuss strategies thatcan be used to avoid misunderstandingsresulting from cultural differences inthe expression of emotions. For example,you might need to carefully observe allthe available verbal and nonverbalclues. Or, you might need to apply youractive listening skills to make sure youunderstand the other person’s feelings.
Building Health SkillsAnalyzing Influences Some students maybe fans of graphic novels. If you areunfamiliar with these novels, check outWeb sites that review graphic novelsaimed at teens. Ask students to bringsome of their favorites to class. Havethem analyze how the drawings areused to express emotions. Then ask students what influence these novelsmight have on how teens express theiremotions.
L2
L3
L3
Chapter 2, Section 3
FYI !FYI !Emotions Are ContagiousStudies have shown that emotions are con-tagious, that is, they are spread from oneperson to another. Researchers have foundthat excitement, happiness, sadness, andanger are the most contagious emotions.
Although studies show that emotions arespread most easily among family membersand close friends, even viewing facialexpressions on a computer screen can havean impact on an individual’s mood.
Fear Fear is the emotion you feel when you recognize a threat to yoursafety or security. You feel fear if the car you are riding in starts to skid,someone threatens to hit you, or the smoke alarm goes off in your home.As with anger, when you are afraid, your heart races and your breathingspeeds up. You may also feel cold and sweaty.
Fear can be a helpful emotion because it can lead you to run fromlife-threatening situations. Fear can be a harmful emotion when it is notbased on a real threat or when it is an overreaction to a perceived threat.Unrealistic fears can prevent people from living a normal life and doingthe things they want to do. For example, a person who is afraid of eleva-tors may be unable to live or work in a high-rise building.
Learned EmotionsSome emotions are not expressed in the same way by all people. These emo-tions are called social emotions, or The expression oflearned emotions depends on the social environment in which a persongrows up. Love, guilt, and shame are examples of learned emotions.
Love What do love between family members, love between friends, andromantic love have in common? All are marked by deep feelings of affec-tion and concern. These feelings can be expressed in many differentways—through caring words, loving touches, thoughtful actions, and more.
In many cultures, women tend to express love differently than men.Women are often more comfortable expressing their love in words. Manymen are more comfortable expressing their love through actions such asshared activities. These different tendencies reflect what women and menlearn about expressing emotions from their culture.
You can feel love toward places and things, as well as toward people.You may love your country. You may love a certain style of music. Youmay feel love and concern for your fellow humans. Love is one of the mostpositive emotions people are capable of feeling. The capacity to give andreceive love is essential for mental health.
learned emotions.
46 Chapter 2
For: Updates on emotionsVisit: www.SciLinks.org/healthWeb Code: ctn-1023
FIGURE 10 You can express loveby showing affection and concernfor others. You may also expresslove for your country.
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Personality, Self-Esteem, and Emotions 47
Gifted and TalentedHave students extend the Media Wiseactivity by analyzing the content of newsstories in a daily newspaper, a news-magazine, and an online news provider.Students should use the checklist from theMedia Wise activity. Encourage students touse charts and graphs to summarize their
findings. Also ask them to compare howthey felt when they read the news storiesto how they felt when they watched segments about similar stories on televi-sion. Have students share their reports with the class.
L4
Cultural ConnectionIntroduce this activity by writing thissaying by Benjamin Franklin on theboard: “Whatever is begun in angerends in shame.” Ask students what theythink the saying means. Then ask themto think of sayings from different cultures that refer to emotions. Groupthe sayings by emotion. Then see if thesayings reveal any cultural differencesin people’s attitudes about emotions.
Sample answer: Leah couldadmit what she did, apologize,
and agree on a plan for paying backthe money.
Connect to
YOUR LIFE
L3
News Content and EmotionsExplain that the more people whowatch a television news program,the higher the ratings, and themore the station can chargeadvertisers. Therefore, news directors highlight those storiesthey think will attract the viewers.Introduce students to the phrase“If it bleeds, it leads.” Explain that this figure of speech refers tothe practice of opening a newsprogram with a story about a violent crime or other catastrophe.
Have students completethe survey at home.
Remind students to bring theirresults to class the next day. Askstudents to work as a class to compare the news programs onvarious local stations in the sametime slot. Also have students compare national and local newsprograms and news programsshown at different times of day.
Activity
MEDIA Wise
Personality, Self-Esteem, and Emotions 47
Guilt and Shame Leah’s dad lost his job. Leah is angry becausethere isn’t enough money and she can’t find a part-time job to help out.Today she spotted a twenty-dollar bill in her friend Rosa’s locker. WhenRosa looked away, Leah grabbed the money and stuffed it into her pocket.Because Leah knows that what she did was wrong, she feels guilty.
Guilt can be a helpful emotion. Guilt can stop you from doing some-thing you know is wrong, or it can make you take action to correctsomething you’ve done. The best way to deal with feelings of guilt is tocorrect the situation, if possible, and to talk about your feelings.Sometimes people feel guilty when they haven’t done anything wrong.For example, when parents divorce, children often blame themselves.
Leah might also feel shame for stealing the money. Shame is differentfrom guilt because it focuses on the person rather than the action. Whenyou feel guilty you think,“I did a bad thing.” When you feel ashamed, youthink, “I am a bad person.” Shame can be harmful because it lowers self-esteem. Shame also makes it less likely that a person will try to correct thebad situation.
What advice would you give Leah to help her correct the situation with Rosa?
Connect to YOUR LIFE
News Content and Emotions
Watch a local news program and record the content of each story. Don’t include weather orsports. Use the checklist to evaluate the program.Write a paragraph summarizing what you learned.Also describe how the news affected you.
Activity
What stories appear on the evening news and why?To attract viewers, news directors may select storiesthat are highly emotional. Can watching the newsincrease your level of fear or anxiety? Evaluate theevening news using this checklist.
Were two or more storiesabout a crime or a trial?
Did you see a car crash, trainwreck, or plane crash?
Were there reports about fires,floods, or other disasters?
Did most of the people whowere interviewed express sad-ness, fear, or anger?
Did a majority of the reportsshow events with negative outcomes?
Two or more “Yes” answers indicate a program thatcould increase your level of fear or anxiety.
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48 Chapter 2
Recognizing Your Emotions
Building Health SkillsPracticing Healthful Behaviors If studentsare uncomfortable exploring their ownemotions, have them first practice recognizing other people’s emotions.Have students record what they observein their private journals. For each strongemotion they identify, ask students torecord the verbal and nonverbal cluesthey used. (Remind students that non-verbal clues can be misleading. Forexample, crying can be a sign of sadness,anger, or joy.) After a few days, have students review the steps for identifyingemotions that are listed in the text. Askstudents to practice these steps the nexttime they experience a strong emotion.Have students record the results in theirprivate journals.
Sample answer: Students maysay that it is easier to identify
an emotion than to pinpoint the sourceof the emotion because they cannot isolate the trigger from all the otherevents in their lives.
Coping With YourEmotions
Addressing MisconceptionsEvery Coping Strategy Is PositiveCommon usage of the word coping canlead students to the misconception thatcoping strategies are always positive. Forexample, “I’m coping with the problem”simply means “I’m handling the prob-lem,” but people assume it means “I’mhandling the problem in a positive way.”Explain that some coping strategies arehelpful, some are harmful, and some(defense mechanisms) can be harmful ifthey are overused.
L2
Connect to
YOUR LIFE
L3
Q: Sometimes I’m really irritable and angry,and an hour later I’m calm and happy.What’s wrong with me?
A: What you describe is normal. The hor-mones that cause your body to grow andmature can cause rapid mood shifts. Youalso may be having trouble adjusting to all the changes in your life.
Try not to overreact to each mood swing. If you are experiencing a strong negativeemotion, remember that your mood is likely to change again soon. Try to identifyevents or situations that trigger thesemoods. If your negative emotions persistfor many weeks, it is important to turn to a trusted adult for help.
TEENS Are Asking . . .
Chapter 2, Section 3
48 Chapter 2
Recognizing Your EmotionsHave you ever been overwhelmed by emotion without knowing whatemotions you were feeling? If this experience sounds familiar, then youknow how difficult it can sometimes be to understand what you are feel-ing. Yet, recognizing your emotions is the important first step towarddealing with them in healthful ways. The next time you experience astrong emotion, pause briefly to reflect on your feelings. Then, followthese steps.
� Name the emotion you are feeling. Be aware, however, that someemotions, such as anger, can mask other emotions, such as fear, guilt,and shame.
� Determine what triggered the emotion. Try to pinpoint the exactsource of your feeling. It may be difficult to isolate the cause fromeverything else that is happening at the time.
� Think back to past times that you felt the same way. What similari-ties do you notice about the situations? Are there any importantdifferences?
By pausing to reflect on your feelings, you will learn a lot about your-self and your emotions. With practice, recognizing your emotions willbecome more automatic. Over time, you will begin to see patterns in yourreactions and emotional responses. Still, there will always be times whenintense feelings cloud your ability to sort things out. When this happens,use the steps listed above to make your feelings clearer. The end resultwill be a deeper understanding of the situation and of yourself.
Which is more difficult to do, name the emotionyou’re feeling or pinpoint its source? Why?
Coping With Your EmotionsSometimes emotions can become too much to handle. In such cases, youmay use coping strategies. A is a way of dealing with anuncomfortable or unbearable feeling or situation. Coping strategies arehelpful when they improve a situation or allow a person to handle asituation in a better way. Coping strategies are harmful when they make a situation worse or a person is less able to handle a situation.
Defense Mechanisms You use some coping strategies withoutbeing aware that you are using them. are copingstrategies that help you to protect yourself from difficult feelings. Youmay recognize some of the defense mechanisms described in Figure 12.Notice that they all involve a bit of mental juggling. By twisting the real-ity of a situation a bit in your mind, the situation becomes easier toaccept. Fooling yourself in this way allows you to put off dealing with theproblem and the emotions it causes.
Defense mechanisms
coping strategy
Connect to YOUR LIFE
FIGURE 11 When a player isarguing with an umpire, you donot need to hear the words torecognize the emotion. You onlyneed to look at the gestures andbody language.
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Personality, Self-Esteem, and Emotions 49
Special Needs When discussing defense mechanisms, donot focus on their names. Instead, readaloud to students each of the descriptivescenarios. Have students discuss each scenario after it is read aloud. Ask leadingquestions, such as “How do you think the
person who stole magazines felt?” “Why ismaking excuses an unhealthy way to dealwith that feeling?” “What is a healthy waythat person could respond to his or herfeelings?”
L1
Visual Learning: Figure 12Teaching Transparency 7Ask students to discuss positive strategiesfor dealing with each of the situationsdescribed in the table. Have studentsexplain why their suggested strategiesare more likely to have a positive out-come than the strategies described inthe table.
Building VocabularyExplain that the word mechanism isrelated to machine. Talk about howmachines are used to make it easier todo a task. With a defense mechanism,the task is to protect a person from hav-ing to deal with difficult feelings.
EL
L2
Common Defense Mechanisms
Denial Refusing to recognize an Your parents are getting divorced, but you act emotion or problem as though nothing is wrong. When friends express their concern, you laugh and tell them it does not bother you.
Compensation Making up for weaknesses You are failing two classes in school. in one area by excelling in You compensate by becoming the lead
another area saxophone player in the school band.
Rationalization Making excuses for actions You work in a convenience store. When no one or feelings is watching, you take some magazines. You figure it’s a large store and they can afford it.
Reaction Behaving in a way opposite You feel guilty for bullying a kid at school. Formation to the way you feel You cover up your feelings by bragging to friends about your actions.
Projection Putting your own faults onto At your after-school job you do not completeanother person your tasks. When you get fired, you blame
your boss, saying she did not take the time to explain the tasks to you.
Regression Returning to immature You are angry at your brother for reading behaviors to express emotions your diary. You scream at him and your parents,
run into your room, and sulk.
Personality, Self-Esteem, and Emotions 49
FIGURE 12 Defense mechanisms can be helpfulif they are not overused. However, if you becometoo dependent on defense mechanisms, you maynot learn to express your true feelings. You maynot develop skills that are important for yourmental and emotional health.
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3. Assess
50 Chapter 2
EvaluateThese assignments can help you assessstudents’ mastery of the section content.
Section 3 ReviewAnswers appear below.
Teaching Resources• Practice 2-3• Section 2-3 Quiz
ReteachChallenge volunteers to pantomimeeach of the primary emotions describedin the section. Have the remainder ofthe class identify the emotion beingacted out. After each pantomime, takea minute to have students identifyhealthy ways to cope with and/orexpress that particular emotion.
Enrich
Teaching Resources• Enrich 2-3
L4
L2
2. Recognizing your emotions is the first steptoward dealing with them in healthful ways.
3. Sample answer: Healthful ways of coping,such as talking through your feelings,improve a situation. Harmful coping strate-gies, such as using alcohol, tend to make asituation worse.
4. Defense mechanisms are coping strategiesthat help you protect yourself from difficultfeelings. They can be harmful when overused.
5. Tito is in denial, because he is refusing torecognize the problem and his emotions.
6. Sample answer: Advertisements tend toappeal to emotions, which may triumphover rational decision making.
Chapter 2, Section 3
1. An emotion is a reaction to a situa-tion that involves your mind, body,and behavior. Primary emotions areexpressed by people in all cultures.The expression of learned emotionsdepends on the social environmentin which a person was raised.
Section 3 Review
Helpful Ways of Coping Think back to the last time you experi-enced a strong emotion. How did you react? Internally, you may have useda defense mechanism, such as rationalization, to make the situation easierto accept. But how did you react outwardly? People react in many differ-ent ways to their own strong feelings. Some helpful ways of coping arelisted below. What are some other helpful coping strategies that haveworked for you?
� Confront the situation head-on. If possible, take action to improvethe situation.
� Release your built-up energy by exercising, cleaning your room, orbeing active in some other way.
� Take a break by reading a book, listening to music, taking a walk, writ-ing in your journal, or otherwise relaxing.
� Talk through your feelings with a family member, friend, counselor,or other trusted person. Sometimes, just talking about your feelingswill help you see things more clearly.
Harmful Ways of Coping People may respond in unhealthy waysto intense emotions. They may use coping strategies that make their prob-lems worse. Using alcohol or other drugs is an example of a harmfulcoping strategy. Withdrawing from friends and family is another.
Learning to express your emotions in positive ways is not an easy skillto master. Most people need help dealing with their emotions from timeto time. If you find that you resort to harmful coping strategies, it may betime to ask for help.
50 Chapter 2
Section 3 Review
Key Ideas and Vocabulary1. Define the term emotion. What is the difference
between primary emotions and learned emotions?
2. Explain the importance of being able to recognizeyour emotions.
3. How do healthful and harmful coping strategiesdiffer? Give an example of each.
4. Define the term defense mechanism. When dodefense mechanisms stop being helpful?
Critical Thinking5. Classifying Students often pick on Tito, but he
says that this behavior is a sign that the otherstudents like him. What defense mechanism is Tito displaying? Explain.
6. Predicting People who design ad campaigns want you to react to their ads by buying theirproducts. Think about ads you have seen forproducts. Based on these ads, do you think thatadvertisers are more likely to design ads thatappeal to your mind or your emotions? Explainyour answer.
HomeHealth at
Expressing Emotion Discuss with your familyhow you typically express emotions such assadness or joy. Are there “rules” in your cultureabout when it is appropriate to express emotionsand when it is not? Write a summary of what youlearn.
FIGURE 13 One helpful way ofcoping with your emotions is towrite about them.
Health at Home
Expressing Emotion Assure students that they will not be required toshare their responses. However, afterstudents complete their responses,ask if any students want to sharewhat they learned. Finally, askwhether people sometimes try tohide their emotions. Why might aperson who is angry or sad smile?
