This document discusses emotional development during adolescence. It explains that emotional development involves establishing a coherent sense of identity through relating to others and managing emotions and stress. It also discusses developing self-concept and self-esteem, dealing with low self-esteem, raising self-esteem, and tips for talking with adolescents. Finally, it covers Daniel Goleman's five dimensions of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills.

1. The Emotional Development

2. Emotion is part of a
person’s character that
consists of their feelings as
opposed to their thoughts.

3. 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

4. Developing a SENSE OF
IDENTITY
Self-concept
The COGNITIVE ASPECT in which
individuals have a perception about
themselves, such as “I’m good at Math.”
Self-esteem
The AFFECTIVE ASPECT in which an
individual evaluates components of
him/herself, such as “I feel good about my
math skills.”

5. Global Self-Esteem
How much we like or approve
of our perceived selves as a
whole.
Specific Self-Esteem
How much we feel about
certain parts of ourselves.

6. Dealing with
LOW SELF-ESTEEM

7. Feeling depressed.
Lacking energy.
Disliking one’s appearance and rejecting
compliments.
Having unrealistic expectations of oneself.

8. 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.

9. 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

10. Tips for TALKING with
adolescents

11. Engage adolescents
with nonthreatening
questions.

12. Listen non-judgmentally
and listen more than
you speak.
Forgatch & Patterson, 1989

13. Ask open-ended
questions.
Hill & O’Brien, 1999

14. Avoid “why” questions.
Plutchik, 2000

15. Match the adolescent’s
emotional state, unless
it is hostile.
Forgatch & Patterson, 1989

16. Casually model rational
decision-making.
Keating, 1990

17. Discuss ethical and
moral problems that are
in the news.
Santilli & Hudson, 1992

18. Daniel
Goleman
Dimensions of Emotional Intelligence
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills

19. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. The emotional brain
develops to an event
more quickly than the
thinking brain.
Daniel Goleman

25. Teachers need to be
comfortable talking
about feelings.
Daniel Goleman

26. THANK YOU!
Child and Adolescent Development
Adolescent’s Emotional Development
Presented by:
Talaboc, Clarice Anne D.
II-6 AB/BSE Literature