Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Emotional Development
School age children develop an appreciation of mixed emotions and can reconcile contradictory cues
in interpreting anothers feelings
R Recognize Emotions
U Understand Emotions
L Label Emotions
E Express Emotions
R Regulate Emotions
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Emotional Self-Regulation
1. Controlling impulses to behave in socially inappropriate ways (e.g., controlling impulse to hit
someone who made a rude remark)
2. Managing negative emotions (e.g., choosing to ignore the rude remark made after initially feeling
about it)
3. Behaving in socially acceptable ways (e.g., deciding to talk calmly to the person about the remark, or
simply leaving).
1. Childrens early academic skills and emotional adjustment may be bidirectionally related, so that
young children who struggle with early reading and learning difficulties may grow increasingly
frustrated and more disruptive.
2. Children who have difficulty paying attention, following directions, getting along with others, and
controlling negative emotions of anger and distress do less well in school.
1. Much brain development during adolescence occurs in brain regions and systems that are key to the
regulation of behavior and emotion and to the perception and evaluation of risk and reward.
2. Increases in sensation-seeking, risk-taking and reckless behavior in adolescence are influenced by
puberty and not chronological age. Similarly, emotional intensity and reactivity may be more closely
linked to pubertal maturation than to age.
3. Adolescents may engage in dangerous activities despite knowing and understanding the risks
involved. In real-life situations, adolescents do not simply rationally weight the relative risks and
consequences of their behavior their actions are largely influenced by feelings and influences.
To recognize their emotions and encouraging them to respond to these emotions in a positive
way
To seek to understand others feelings and to respond to the needs of others (e.g., through
service-learning and Values in Action)
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Social Development
It describes the advances people make in their ability to interact and get along with others
Perspective taking allows students to consider problems and issues from others points of view.
Social problem solving includes the ability to read social cues, generate strategies, and
implement and evaluate these strategies.
Social development influences childrens ability to make and interact with friends and their
ability to learn cooperatively in school.
Students who commit violent and aggressive acts typically have underdeveloped social skills.
Social development is related to reduced dropout and substance abuse rates (Zin et al., 2004)
Perspective Taking
The ability to understand the thoughts & feelings of others.
Effective perspective takers handle difficult social situation well, display empathy and
compassion (Eisenberg & Fabes, 1998) and are well-liked by their peers (Berk, 2001).
Develops slowly and is related to Piagets stages of cognitive development (Berk, 2001).
Children up to about age 8 may not be able see the world from other peoples perspective.
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Ways to encourage students to take perspectives of others
Create disequilibrium by presenting perspective taking one level above that of the students.
Create opportunities for students to encounter multiple and often equally legitimate perspectives
Provide variety of perspective-taking different genders, races, religions, and political belief
systems.
Incorporate perspective taking into lessons and through songs, movies, and role plays.
Have students to analyze different characters thoughts, feelings, motives when discussing a story in
class:
- generate strategies
Students who commit violent and aggressive acts typically have underdeveloped social skills.
Identify the
Problem
Make an Brainstorm
Agreement Solutions
Choose a
Solution
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Assessing Social Development
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Fostering Social Skills
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Social and Emotional Learning
Refers to students acquisition of skills to recognise and manage emotions, develop care and
concern for others, make responsible decisions, establish positive relationships, and handle
challenging situations effectively.
Skills to manage self, relate to others and make decisions
Source: http://www.moe.gov.sg/education/programmes/social-emotional-learning/
Core Values:
Respect
Responsibility
Resilience
Integrity
Care
Harmony
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Core SEL Description
Pastoral
Care,
Discipline &
Counselling
NE &
Education &
Community
Career
Involvement
Guidance
Projects
SEL
Development
Platforms in
Schools
Academic &
Co-
Non-
Curricular
Academic
Activities
Subjects
Sexuality
Education
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Bullying in Schools
Bullying
A situation in which one or more students (the bullies) single out an individual (the victim)
and engage in behaviours intended to harm that individual
Types of Bullying
a) Physical
Being violent to a person or his/her belongings (e.g., hitting, punching, shoving, throwing things,
destroying someones property)
b) Verbal
Using mean words to hurt someone (e.g., calling names that hurt, teasing, using vulgar language
on a person)
c) Relational
Hurting a person by harming his/her social relationships (e.g., spreading unkind rumours, asking
others not to befriend, isolating someone from a group)
d) Cyberbullying
Use of ICT to hurt others (e.g., sending unkind email, hijacking someones blog or Facebook)
Unexplainable injuries
Lost or destroyed clothing, books
Feeling sick or faking illness
Changes in eating habits
Difficulty sleeping or frequent nightmares
Declining grades, not wanting to go to school
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Sudden loss of friends
Feelings of helplessness or decreased self esteem
Self-destructive behaviors (running away from home, harming themselves, or talking about
suicide)
Source: http://www.stopbullying.gov/at-risk/warning-signs/
Bully Victims
Children who are socially isolated because they lack a friendship network to back them up
and support them against a bullys attack
Usually they have parents who more likely to be highly restrictive, controlling and over-
involved
Source: http://www.stopbullying.gov/at-risk/warning-signs/
Myth: Bullies bully others to cover up their sense of inadequacy or low-self esteem
Implication:
Teachers should help bullies to develop empathy for others and to look at situations from other
peoples perspective
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Some reasons why bullies bully
a) Enjoying seeing a weak child suffer. They feel little empathy for their victims
b) Feeling justified because their victims deserve it
c) Extorting money or personal property from a victim
d) Dominance Theory
Students used bullying to gain higher status in the peer group, particularly during the transition
from primary to secondary school when patterns of social hierarchy are being established. They
need others to witness their power display.
Victims and bullies are more likely to also bully and/or be bullied by siblings. Bullies usually
have parents who are more likely to lack emotional warmth and be overly permissive. Bullies
may witness violence and abuse at home
Role of Bystanders
Bystanders are much more likely to encourage and support the bully
They may sometimes actively join in by taunting, teasing, or ostracizing the victim.
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Preventing Bullying in the Classroom
3. Be proactive
Provide clear definition and specific example of what bullying is
Survey your class in anonymous way to learn about any problems you might be unaware of
Hold class activities to help change students views about the coolness of bullying. When peers
disapprove of bullying, students may suffer a social cost when they bully and may be less likely
to do so.
4. Intervene
If you observe bullying, approach the bully (in private if possible), describe what you say, explain
why it not acceptable and impose a consequence. Ask the bully how he or she can make
amends.
If it is serious, meet the bullys parents and ask them for their help in stopping the bullying
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Cyberbullying
When a child or adolescent is tormented, threatened, harassed, humiliated by another child or
adolescent on interactive and digital technologies.
Impact of ICT
You cant see me: Perception of invisibility and anonymity
I cant see you: Reduction of tangible feedback
Everyone does it: Impact of online social norms
Look at me Im a star
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Preventing Cyberbullying
Be kind online
Responding to Cyberbullying
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