Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No. (043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE: BSEd

DATE: CHILD & ADOLESCENT LEARNERS & LP ROOM:
CONTACT NO. INSTRUCTOR: MR. J. MAGTIBAY
EMAIL ADD: RATING:

LESSON TITLE: MODULE 26- SOCIO-EMOTIONAL DEVELOPMENT OF HIGH SCHOOL

LEARNERS
WEEK 25_ , 3 HOURS
I. FOCUS:
At the end of this module, you should be able to:
• Described the socio-emotional changes in adolescents.
• Described hoe self-image develops among teens
• Discussed causes and solutions to socio-emotional problems of teenagers such as
gender and identity, autonomy and attachment, peer group, friendship, dating juvenile
delinquency, depression and suicide.

II. INTRODUCTION: During adolescence the teens develops social cognition in the context of
family structure, the school, the community, and media. He also manifests emotions which need
to be regulated for in his/her emotional well-being. In the classroom, the teacher has the mandate
for creating a positive learning environment, while facilitating the students’ sound moral
judgment.

III. STRATEGIES
A. ABSTRACTION AND GENERALIZATION
GEAR UP YOUR MIND!

Highlights: SOCIO-EMOTIONAL DEVELOPMENT OF HIGH SCHOOL LEARNERS

Human Emotion
Emotions are human feelings that are manifested be varied conscious or unconscious moods. It is a
subjective reaction to internal or external stimulus that involves physical change, action or appraisal. The
unique patterns of emotions are:
a) event that is strong or important,
b) physiological changes in heart pulse rate, hormone levels, and body temperature,
c) readiness for action, and
d) dependence of the emotion on how the stimulus is appraised.
Biologists view that the part of the body which controls emotional reactions is the autonomic nervous
system connected to most of the glands and muscles in the body. It has two parts: 1) sympathetic part
which excites or arouses, and 2) parasympathetic part which depresses body functions. Emotions function

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by focusing attention, motivating and enabling the individual to face a situation in life or withdraw and run
away from it.

Positive and negative emotions

Emotions functions by focusing attention, motivating and enabling the individual to face a situation in
life or withdraw and run away from it.

Positive emotions -motivate the individual to continue his/her behavior.

Negative emotion may cause withdrawal from what may be perceived as bad or dangerous. For Charles
Darwin there are six basic emotions: interest, joy, sadness, anger, disgust, fear. Other scientists include
love, pride, hope, gratitude, compassion, jealousy and anxiety.

Social Emotions
Social emotion starts to emerge as early as toddler years (15-24 months) comprised by feelings as
envy, embarrassment, shame, guilt and pride. Observable emotions during these years may not be
accurate, but can be a problem if not controlled. Emotions affect learning, since learners pay more attention
to things with emotional significance. Emotional competence can be developed by the child and this means
he/she gains the ability to regulate emotions and understand the emotions of other people. Generally,
adolescents are seen to tend emotions from social evaluation such as feeling embarrassed. An important
lesson for high school teachers is: you should not dismiss emotional negativity as a normal phase,
but should address the needs of teenagers who are chronically unhappy or moody.

The adolescent and social media

On the present-day profusion of media and social media, the adolescent has easy access to the culture of
various media and social media. The total media exposure of the populace has greatly increased
Findings indicate that electronic communication negatively affects adolescent’s social development. As
face-to-face communication is replaced, social skills are impaired leading to unsafe interaction with those
who used social media to exploit other (financially or sexually) Girls are vulnerable to online socializing,
while boys socializing in internet Cafes lower their academic work and achievement. Socially insecure
teens become victims rather than beneficiaries of the modern gadgets innovations of the digital age.

Implications to adolescent care development and parenting

The overall implication is that emotional skills influence the adolescent learner’s success in class work.
Learners who are able to regulate their emotions tend to be happier, better liked and better able to pay
attention and learn. Interventions by the teacher and the school can reduce learner’s emotional distress.
The teacher plays a most important role in promoting positive changes for the adolescent. As the teen is
susceptible to peer pressure, the negative influence of social media, drug use and addiction, early romantic
sexual adventurism, the teacher and the school can conduct inte4rventions to assist the youth with focus
on risky and inappropriate behavior while promoting positive development among adolescents.

B. APPLICATION / ANALYSIS
1. What social activities do you think are: 1) good for teens, 2) not good or that prevents their
socio-emotional growth?
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2. As a future teacher, what would be your attitude to teens in your class? They are very
“pasaway”.
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3. Give implications of the cognitive developmental concepts to teaching-learning activities and

parenting.
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4. What do you think are the causes of socio-emotional problems of teenagers? Cite solutions to
the problem they encounter in/like:
A. gender and identity E. depression
B. peer group activities F. suicide
C. dating/premarital sex
D. juvenile delinquency

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5. How has the physical environment at home or school affect the emotions of the adolescents -
positively or negatively? Why?
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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor