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Tầm quan trọng của chương học

Hướng dẫn học sinh cách nhận diện cảm xúc mạnh và vận dụng Các Bước Trấn Tĩnh để kiểm soát tốt bản thân là những cách thức hữu hiệu để tăng khả năng đối phó và giảm bớt sự nóng nảy cũng như các hành vi tiêu cực khác. Trong chương này, học sinh sẽ được trang bị những biện pháp giúp chủ động ngăn chặn cảm xúc mạnh trở thành hành vi tiêu cực. Khi cảm xúc mạnh leo thang, các phản ứng sinh lý mạnh mẽ của cơ thể sẽ làm giảm khả năng suy luận của học sinh, khiến các con khó có thể bình tĩnh giải quyết các vấn đề liên quan đến tương tác cũng như các vấn đề khác. Khả năng giữ bình tĩnh, không cho cảm xúc mạnh leo thang và làm sai lệch hành vi giúp học sinh có thể áp dụng nhiều kỹ năng khác được giảng dạy trong chương trình, chẳng hạn như kỹ năng giao tiếp hiệu quả, tính quyết đoán và kỹ năng giải quyết vấn đề.

Học sinh có kỹ năng quản lý hiệu quả các cảm xúc mạnh như giận dữ, lo lắng, bối rối hoặc bất mãn có xu hướng:

• Hòa đồng với các bạn và đưa ra các sự lựa chọn đúng đắn
• Ứng phó với các cảm xúc mạnh và thể hiện chúng theo những cách có thể chấp nhận được
• Thành công trong học tập

Học sinh có kỹ năng quản lý cảm xúc kém hiệu quả có xu hướng:

• Nóng nảy
• Lạm dụng chất kích thích
• Giảm năng lực cảm xúc - xã hội
• Gặp khó khăn trong việc ứng xử theo chuẩn mực xã hội
• Hành động theo cảm tính

Tổng quan các bài học

Bài 20: Xác định cảm xúc mạnh

Học sinh học cách mô tả các tác nhân gây ra cảm xúc mạnh và tìm hiểu về những điều diễn ra trong não bộ và cơ thể mình khi trải qua những cảm xúc đó.

Bài 21: Quản lý cảm xúc mạnh

Học sinh học cách ngăn chặn cảm xúc leo thang bằng việc quan sát các dấu hiệu cơ thể, từ đó có thể xác định và gọi tên cảm xúc mạnh khi chúng xuất hiện.

Bài 22: Giữ bình tĩnh khi tức giận

Học sinh thực hành xác định các tình huống cần giữ bình tĩnh. Các con sẽ học kỹ thuật thở sâu và tập trung để trấn tĩnh bản thân. Các con cũng sẽ được tiếp cận một số cách giữ bình tĩnh khác như: đếm số, tạm dừng hay tự đối thoại tích cực.

Lesson 23: Managing Anxiety

Students practice identifying situations that cause anxiety then apply what they've been learning about calming down to manage their anxiety.

Lesson 24: Avoiding Jumping to Conclusions

Students learn that calming down strong feelings helps them think clearly about a situation and make better decisions. They then practice applying assertiveness skills and identifying and applying positive self-talk in situations in which they might otherwise jump to conclusions.

Lesson 25: Handling Put-Downs

Students practice identifying and applying strategies for handling put-downs and practice the Calming-Down Steps they have already learned.

Using Skills Every Day

For long-term effectiveness,the skills and concepts presented in this curriculum must be applied to daily activities. This provides the repetition necessary for students to make skill use automatic. To integrate skills into your daily activities, use this three-step process: 1) Anticipate. 2) Reinforce. 3) Reflect.

Anticipate

At the beginning of the day or before emotion-provoking activities or situations, have students ANTICIPATE times when they might experience strong emotions and how they can apply their learning from the Emotion-Management Unit to help them calm down and manage their emotions.

At the beginning of the day, say: Think about times today when you might feel anxious, angry, frustrated, or some other strong feeling. What can you do if these feelings start to overwhelm you?

Before a potentially emotion-provoking activity or situation, say: Today we are having a social studies test. How can you use the steps on the How to Calm Down Poster to help you avoid feeling anxious before and during the test?

Reinforce

During the course of the day, notice when students apply their learning from the Emotion-Management Unit, and REINFORCE the behaviors with specific feedback: I notice that you are calming yourself down by doing deep, centered breathing. What are you saying to yourself that is helping you calm down?

Model out loud for students how you use the Calming-Down Steps when you start to have strong feelings: I’m feeling frustrated that I don't have everyone's attention while I give the directions for this test. I'm going to do some deep, centered breathing so I can calm down. Then I will wait until everyone is listening to me with attention before I continue giving the directions.

Remind students to use the Calming-Down Steps. When you notice students having trouble managing their emotions, encourage them to refer to the How to Calm Down Poster. For example, say: I see that you are feeling anxious about this test question. What is the first step you can take to start to calm down?

Reflect

Have students REFLECT on which lesson skills they have used and when and how the skills helped them manage their emotions throughout the day.

At the end of the day, say: At the beginning of the day, you anticipated times when you might experience strong emotions and also the steps and strategies you could use to calm down. What happened during those times today?

After an emotion-provoking activity or situation for which students anticipated using lesson skills, say: Before the social studies test, you anticipated which steps and strategies you could use to calm down if you started to feel anxious. Which steps and strategies did you use? How did they help you?

Academic Integration Activities

Literacy

Feelings Words and Paragraphs Have students brainstorm feelings words that describe strong emotions. (Angry, furious, anxious, worried, excited, scared.) Write responses on the board. Then have students brainstorm feelings words that describe how they feel after they've managed their strong emotions. (Calm, relaxed, peaceful, happy, confident.) Write these responses in a column next to students' previous responses. Then have each student write a descriptive paragraph or paragraphs, using words from the brainstormed lists, about a real or made-up situation in which they experienced strong emotions. Have students include the things they did to manage the strong emotions and how they felt afterward. Ask for volunteers to read their paragraphs to the class.

Science

Animal Clues How can you tell what a dog or other animal is feeling? Have students work with a partner to come up with a list of physical signs an animal of their choice shows when it is distressed. For example, when a dog feels threatened, its tail stops wagging, its fur stands up, it bares its teeth, and it snarls. Have pairs of students read their lists to the class, then come up with a list of physical signs humans show when they are distressed. How are the physical signs on the two lists the same? How are they different?

Social Studies

Cultural Assumptions Explore similarities and differences among cultures, and discuss the importance of not making assumptions about cultural differences. If you have a multicultural class, explore students’ different cultures. Otherwise, select a variety of different cultures. Have students examine some of the differences across these cultures, such as language, food, art, music, and greetings. Write some of these differences on the board. How do these differences make each culture unique? Then have students find similarities between the selected cultures. What are some things that make all people the same? Write some of these similarities on the board. Then ask: Why is it important not to jump to conclusions about what a person from another culture might mean by something he or she said? (Their language might be different. They might not have the right words in English. The meaning might be different in their culture.) What should you do if you have a disagreement with someone who is from another culture? (Calm down. Try to find out what they really mean. Get more information.)

Fine Arts

Stop-Signal Art Have students create visual representations of their own stop signals from the first Calming-Down Step. For example, a student whose signal is “Chill” could draw a picture of a cold winter day, a chilly drink, an ice cube, or a ski slope. Make a variety of materials available, such as poster paper, paint, pencils, charcoal, construction paper, glue, glitter, molding clay, and cardboard. Encourage students to be creative. Display stop-signal art around the classroom.

Physical Education

Calm-Down Dancing Divide students into groups. Play the “Calm Down” song. Have each group come up with movements for different verses of the song, then teach their movements to the rest of the class. Examples of movements may include running in place or other fast, aerobic movements during the “anxious” parts of the song, then slow, stretching movements to go with the “calm down” parts of the song.