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Managing Emotions

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by

Carmen Allen

on 26 February 2015

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Transcript of Managing Emotions

Step 1. learning to understand emotions
In the classroom:
Create situations requiring emotional responses and rebut their solutions or claims that lead to meaningful discussions.
Use guest speakers with alternative points of view.
Step 3. Expressing emotions
Managing (and balancing) emotions can assist with student success. There are signs and signals that emotions are out of balance.
Step 2. accepting emotions
Managing Emotions
Students' limited ability to manage emotions is often reflected in common problems such as:
Students should
become aware of their feelings
as they are experienced. Whether new to college or returning to college,
few students escape negative emotions

such as:
Others have yet to open the tap.
Presented by : Carmen Allen
Barbara Craig and Paige Vanderhyden
Ferris State University
DCCL Community College Leadership
January 2015

Arthur Chickering's Second Vector (of seven)
Students should acknowledge that
emotions are relevant to behavior
or future decisions.
Development proceeds when students learn
appropriate channels for releasing irritations
before they explode,
dealing with fears
before they immobilize, and
healing emotional wounds
before they infect other relationships.
It may be hard to accept that
some
amount of
boredom
and tension
is normal,
that
some anxiety helps performance,
and that
impulse gratification must
sometimes
be squelched.

The challenge is for students to get in touch with their full range of feelings and learn to exercise self-regulation rather than repression.
More positive kinds of emotions such as
rapture, relief, sympathy, yearning, worship, wonder,
and
awe
may not need to be “managed” but brought into awareness and allowed to exist.
As
self-control
and
self-expression
come into balance, awareness and integration ideally support each other.
anger

fear

hurt

longing

boredom
tension

anxiety

depression

guilt

shame
When problems arise emotions may need to be managed.

apartment damage
Chickering, A. (2015, January 22). The seven vectors: An overview. Retrieved from
Seven Vectors by Arthur Chickering - Cabrini College:
https://www.cabrini.edu/communications/ProfDev/cardevChickering.html

Chickering's psychosocial theory. (2015, January 22). Retrieved from Jaguar Academic
Advising Association:
http://jacada.iupui.edu/NewAdvisorResources/AdvisingPhilosophy.aspx

Chickering's theory of identity development. (2015, January 22). Retrieved from
Wikipedia: http://en.wikipedia.org/wiki/Chickering%27sTheoryOfIdentity

Chickering's theory of identity development EDLD 579: Meaning making and
the collegiate experience, University of San Diego. (2015, January 22). Retrieved
from Chickering's Theory of Identity Development :
http://edld579douglasopensource.tumblr.com/

References:

Music By: Mariah Carey

"Emotions"
How to help students
Students must learn to balance
self-assertive tendencies
, which involve some form of aggressiveness or defensiveness, with
participatory tendencies,
which involve transcending the boundaries of the individual self, identifying or bonding with another, or feeling part of a larger whole.
Student development:
Create workshops and leadership activities that promote healthy emotional discovery.
Encourage community service or volunteer work.
Create leadership frameworks built on diversity of perspective, interest and background.
exploitative sexual encounters
roommate conflict
excessive academic anxiety
substance abuse
Some students come with the faucets of emotional expression wide open, and their task is to develop flexible controls.
The Seven Vectors of Identity Development include:
1. Developing Competence
2. Managing Emotions
3. Moving through Autonomy
toward Interdependence
4. Developing Mature
Interpersonal Relationships
5. Establishing Identity
6. Developing Purpose
7. Developing Integrity
Thank you for watching!
Full transcript