Educational Psychology: Theories and Applications for Learning and Teaching

Teachers Guide to Social Emotional Development and Bullying in Schools

Emotional Development

Emotional Understanding (Berk, 2014)

School age children develop an appreciation of mixed emotions and can reconcile contradictory cues
in interpreting anothers feelings

In adolescents, empathy increases as a result of advances in perspective taking and includes

sensitivity to both peoples immediate distress and their general life condition

Emotional Competence (Brackett, M. A. et al., 2010)

R Recognize Emotions

U Understand Emotions

L Label Emotions

E Express Emotions

R Regulate Emotions

1
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).

Emotional Development in Young Children and School

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.

Affective Development in Adolescence

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.

Teachers can promote emotional understanding and emotional self-regulation by providing

opportunities for students:

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)

2
 Social Development
It describes the advances people make in their ability to interact and get along with others

It is an essential element of individuals overall development

Characteristics of Social Development

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.

Perspective Taking Skills Development (Selman, 1990)

Stage 1 Undifferentiated Egocentric

Ages 3 - 6 Perspective Put others to be in ones shoes.

Stage 2 Social-informational Unilateral

Ages 5 9 Perspective Able to recognize different perspectives
but tries to make others in ones shoes.

Stage 3 Self-reflective Reciprocal

Perspective Able to put ones self in another
Ages 7 - 12 persons shoes
Developing empathy

Stage 4 Third-party or Reciprocal

Ages 10 - 15 Bystander Perspective Able to see a situation from a neutral
perspective.

Stage 5 Societal Perspective Recognize that perspectives are

Ages 12 years influenced by social norms and cultural
onwards values.

3
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:

- How does the character feel?

- Why does the character feel that way?

- How would you feel if you were that person?

Social Problem-Solving (Eisenberg et al., 2006)

Social problem solving includes the

- ability to read social cues

- identify social goals

- generate strategies

- implement and evaluate these strategies

Students who commit violent and aggressive acts typically have underdeveloped social skills.

Problem Solving Model

Identify the
Problem

Make an Brainstorm
Agreement Solutions

Choose a
Solution

4
Assessing Social Development

Peer Relationships Perspective Taking Social Problem Solving Functioning in

Learning Group
Number of friends Recognizing that Identifying factors Suggesting
Quality of people have that impede group different group
friendships different progress roles
Balancing and perspectives on Offering alternative Accepting group
harmony in peer issues plans of action roles offered by
interactions Accepting different Accepting others
points of view suggestions of Contributing ideas
others effectively
Providing
productive
feedback to others
in group

Strategies for improving Childrens Social Skills

Help rejected children learn to listen and not dominate peers

Help neglected children attract attention from peers in positive ways and hold their attention.
Help them to enter a group more easily
Teach them to
Initiate interaction
Be nice, kind and considerate
Show respect and be courteous
Present themselves positively
Avoid antisocial behaviour like fighting, yelling at others, picking on others, making fun
of others

5
Fostering Social Skills

6
 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/

8 Approaches for SEL

Supportive learning & school environment
Partnerships with parents and community
Specific curricula for SEL
Infusion of SEL skills into existing academic curriculum
Teaching approach that requires pupils to apply social and emotional competencies
Informal curriculum
Experiential learning
Teachable moments

21st Century Competencies, Student Outcomes & Values

21st Century Skills:

Global Awareness Skills
Civic literacy Skills
Cross-Cultural Skills
Creativity and Innovation Skills
Critical Thinking and Problem-Solving Skills
Communication and Collaboration Skills
Information Literacy Skills

Core Values:
Respect
Responsibility
Resilience
Integrity
Care
Harmony

7
 Core SEL Description

Self-Awareness Identifying and recognising emotions

Accurate self-perception
Recognising strengths, needs and values
Self-efficacy
Spirituality

Social Awareness Perspective-taking

Empathy
Appreciating diversity
Respect for others

Self Management Impulse control and stress management

Self-motivation and discipline
Goal-setting and organisational skills

Relationship Management Communication, social engagement and building

Working cooperatively
Negotiation, refusal and conflict management
Seeking and providing help

Responsible Decision Problem identification and situation analysis

Making Problem solving
Evaluation and reflection
Personal, moral and ethical responsibility
Source: http://www.moe.gov.sg/education/programmes/social-emotional-learning

Platform for SEL in Schools in Singapore

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

8
 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)

Signs a Child is Being Bullied

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

9
 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

Why don't bully victims ask for help?

Fear being seen as weak or a tattletale.

Fear backlash from the kid who bullied them.
May not want adults to know what is being said about them.
Fear that adults will judge them or punish them for being weak.
Kids who are bullied may already feel socially isolated. They may feel like no one cares
or could understand.
Fear being rejected by their peers.

Signs a Child is Bullying Others

Get into physical or verbal fights

Have friends who bully others
Are increasingly aggressive
Get sent to the principals office frequently
Have unexplained extra money or new belongings
Blame others for their problems
Dont accept responsibility for their actions
Are competitive and worry about their reputation or popularity

Source: http://www.stopbullying.gov/at-risk/warning-signs/

Myths about Bullies

Myth: Bullies bully others to cover up their sense of inadequacy or low-self esteem

Fact: Bullies possess high self-esteem and sense of entitlement.

Implication:

Teachers should help bullies to develop empathy for others and to look at situations from other
peoples perspective

10
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.

e) The Family Factor

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

Bully Passive Victim Provocative Victim

Impulsive, dominant Physically weaker Both victim and
Feel little responsibility insecure, difficulty aggressor
for own action asserting themselves Hyperactive, emotionally
Easily frustrated Perceived as weak reactive
Sees threats where Lacks friends; poor Poor social skills; tends
none exist social skills to irritate or alienate
Antisocial May accept that classmates
Positive attitude toward they deserved to be May also lack friends
violence bullied

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.

The Bystander Effect could be due to

Feeling less accountable for their individual actions

Feel justified in bullying the victim because they believe that he or she deserve it

11
Preventing Bullying in the Classroom

1. Ensure classroom is safe

Students should have confidence that they can report bullying to their teacher and teacher will
respond by taking steps to eliminate bullying

2. Promote inclusive behaviours

Teachers should reach out to peer-rejected and withdrawn students
Teachers should encourage students to be inclusive and encourage them to befriend these
students
Peer-rejected friends should be respected 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

5. Assure and teach

Assure the victim that bullying is not their fault
Teach and role play with the victims about effective ways to address bullying
Ask the child what can be done to make him or her feel safe.
Be prepared to support the child over a period of time

12
 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

Troubling Social Norms on ICT

Life online is just a game

Look at me Im a star

Its not me. Its my online persona

What happens online stays online

On the Internet, I have free-speech right to post anything I

want, regardless of the harm I might cause to another

13
Preventing Cyberbullying

Teaching strategies to address negative social norms

Be kind online

They are real people

Life online is NOT a game

What you do reflects on you

You are leaving cyberfootprints

Think first (Would this be okay if I did this in the

real world?)

Responding to Cyberbullying

1. Teach students what to do when they encounter cyberbullying

2. Dont respond to or forward cyberbullying messages
3. Keep evidence of cyberbullying
4. Block the cyberbully.
5. Report the incident to an adult

14