This document discusses the importance of teaching emotional development and coping skills to students. It notes that emotions impact learning and behavior. When students are taught skills like self-control, problem-solving, and managing difficult emotions, they are better equipped to deal with challenges in healthy ways. The document provides examples of strategies teachers can use to support students' social-emotional development, including discussing real-world problems and coping strategies. It emphasizes that education should not just focus on academics, but also prepare students to succeed in life.

1. EMOTIONAL
DEVELOPMENT &
LEARNING
By Jackie Strobel
EDGR 535 Theories of Teaching and Learning
Concordia University
2/23/2014

2. 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

3. 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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4. 2/23/2014
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….

5. 2/23/2014
Moderate levels of stress is healthy….however, very
high levels of stress over time are damaging and can
impair cognition (Jensen, 2005).

6. 2/23/2014
“Emotions..are one of the most important
regulations of learning and memory”
(Jensen, 2005, p. 56)

7.  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 …

8. 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).

9. 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).

10. 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).

11. 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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12. 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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13. 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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14. 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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15. 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)

16. 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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17. 2/23/2014
Self Control
Feelings and
Relationships
Interpersonal
Cognitive
Problem-Solving

18. 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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19. 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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20. 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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21. 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)

22.  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.

23. 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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24. 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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25. 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
EJoy and Pleasure is a “state that is absolutely
essential for all learning” (Jensen, 2005, p. 75).

26. 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

27. 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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