{"id":256,"date":"2021-02-03T14:27:55","date_gmt":"2021-02-03T19:27:55","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=256"},"modified":"2021-12-05T16:24:16","modified_gmt":"2021-12-05T21:24:16","slug":"emotional-awareness","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/identification-and-management-of-emotions\/recognizing\/emotional-awareness\/","title":{"rendered":"Emotional awareness"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Provide context for the practice (see \u201cEvidence\u201d section).<\/li>\n<li>As a class, brainstorm basic emotions (e.g., surprise, disgust, happiness, sadness, anger, contempt and fear).<\/li>\n<li>Ask students how someone might be able to identify the emotions we are feeling.\n<ul>\n<li>Remind students to consider the context in which the emotion is being expressed. For example, when yelling, a person can be happy (if at a sporting event), angry (if in a disagreement) or neutral (trying to tell something to someone far away).<\/li>\n<\/ul>\n<\/li>\n<li>Discuss the basic emotions, micro-expressions and cultural nuances.<\/li>\n<li>Break into groups (one group per emotion) and find or create five images that represent the assigned emotion.<\/li>\n<li>Ask students to practice making the face they would do when feeling their group\u2019s emotion.<\/li>\n<li>Discuss why it&#8217;s important to know about and identify these different emotions in oneself and in others.<\/li>\n<li>Discuss how they wish to use this practice in class.<\/li>\n<\/ul>\n<p>NOTE: Co-creating classroom norms of inclusion, respect for diversity, compassion, and collaboration will help create discussions with a positive and safe emotional climate. To ensure respectful dialogue, norms must be co-created before the practice, and students can be reminded of them throughout.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><p>Teacher can demonstrate each of the \u201cemotion\u201d faces. A discussion can center around what students perceive. Are there trends?<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Using group activities to recognize and manage emotions engages students in beneficial social interaction, normalizes experiences of emotions, and provides students with a structured opportunity to share and work with others to improve their self-regulation abilities (Domitrovich et al., 2007; Success for all Foundation, 2010). Using practices that model expectations for adolescents and allow them to self-monitor their own behaviour have been shown to increase academic engagement, attention, social competence, recall, long term memory, and improve behavior (Embry &amp; Biglan, 2008).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Domitrovich, C. E., Cortes, R. C., &amp; Greenberg, M. T. (2007). Improving Young Children\u2019s Social and Emotional Competence: A Randomized Trial of the Preschool \u201cPATHS\u201d Curriculum. <em>The Journal of Primary Prevention, 28<\/em>(2), 67-91. doi:10.1007\/s10935-007-0081-0<\/p>\n<p>Embry, D. D., &amp; Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. <em>Clinical child and family psychology review, 11<\/em>(3), 75\u2013113. doi:10.1007\/s10567-008-0036-x<\/p>\n<p>Success for all Foundation. (2010). <em>Power Teaching Cooperative Learning Handbook<\/em>. Retrieved from <a href=\"http:\/\/www.successforall.org\" target=\"_blank\" rel=\"noopener\">www.successforall.org<\/a><\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To help students name and identify emotions based on facial expressions<\/p>\n","protected":false},"author":2,"featured_media":669,"parent":167,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[29,49,25],"tags":[],"class_list":["post-256","page","type-page","status-publish","has-post-thumbnail","hentry","category-daily","category-identification-and-management-of-emotions","category-understand"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/256","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/comments?post=256"}],"version-history":[{"count":4,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/256\/revisions"}],"predecessor-version":[{"id":893,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/256\/revisions\/893"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/167"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/669"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=256"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=256"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=256"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}