al sell visig enon motio un and regulating E anaging ‘adolescence scence 8 considered 4 dolescenee it i time of deve jopment turbulent oe : ‘cal piological, , i d vocal changes that adolescent and soc J encounter. Part of son why this isa crucial point oan the emotional development is : 7 wth that teenagers come to terms with. In ; ti .d identity, adolescents begin to develop values, their ourselves an kctaking behavior that have boty, i e in risl erceptions, and engage havio : roctre and negative consequences, which is underlined py fluctuating, rapidly changing emotions. It ® Teporant that at this stage, adolescents begin to curb their impulsivity, Mevelep emotional efficacy, and ultimately, acquire emotional maturity. This will enable them to make viable future plans and long-term goals. experience am the midst of exploring In order to establish emotional efficacy and emotional maturity, emotional regulation must be learned. Emotional regulation is defined as an attempt to influence emotion. This can be applied in interacting with the self and with others. While emotiond regulation can occur for both positive and negative emotions, it is often used to negate the impact of ‘unpleasant emotions, According _ oe a eee Sar may take two forms: cognitive evaluation of the sana Cognitive Teappraisal involves the reason tp appraise the Fa a ioe are pnage’ UY oa because it allows forthe low ate ‘This approach can be i al Of letting emotions rule over onto” OF the situation inset Hometon, aves joe tonality. The other appr hide one’s current al and masking of facial expressions ®‘Another approach in explainin, moe; ough the use of COBNitive/covert ‘i retional : io strategies. Cognitive/covert straten” ance {avoidance of thoughts And feelings , °*PCtienti * ub), rumination (repeated Contemplation Bed to " jaaetion: These strategies happen within i Acceptance, ang Wr gircetly observable. The advantage gp yi" Mind any"! i el “BieS include g¢ Wvioraly direc! f usi and ot : “6 Using th are nat they provide the abijity to alter Negative im ese st egies ig “qotions. When an individual has no contra, pn '® UMpleasane pact oice on how to react toa circumstance a retin but eroweran individual handle a particular ema pant behavioral/overt strategies entail engagement i oaks activities, such i behavioral avoidance (choice of ile peaviors resulting in negative emotions), substance Pl ns ating, and getting involved in social activities, An iveanae pehavioral regulation is that its observable Nature allows ieee : nonitored directly. However, involvement in unhealthy behavions such as substance abuse as way of emotional coping and adjustment canlead to long-term unhealthy consequences for the individual Meta-analytic research has outlined ten (10) common Strategies employed in emotional regulation, namely, rumination, distraction, aeeptance, problem solving, behavioral avoidance, experiential avoidance, expressive suppression, reappraisal, mindfulness, and worry. However, employing these strategies is dependent on a ‘umber of factors, including personal characteristics, external Stimuli, specific emotional regulation goals, nature of the emotion obe Tegulated, long-term goals, and available cognitive resources. hus, emotional regulation varies from person to person, from “Ontext to context, nm characteristics shared by maturity and efficacy. qualities that enable wa mover, there are commo' “duals who have achieved emotional tise, Mdividuals manifest the following Neb ‘ “emotional regulation: ve impulses. : tfcontrol, Managing dsropiv® Te f honesty and of * Trustworthiness. Maintaining standart 'Mtegrity 4n7 ‘Scanned with CamSeannerHf Unfolding the Emotional Se Conscientiousness. Taking responsibility for One’, ‘ons performance. Adaptability. Handling change with flexibility. dapta 4 5. Innovation. Being open to new ideas. 6, Empathy. Understanding other people and putting Yourselp in their shoes. In a cultural aspect, emotional regulation is defined as “atl the processes that help attain culturally appropriate or Functionay emotional experiences.” This definition underlies the importance of culture in emotional behavior. There is a need to contextualize how emotions are managed in an appropriate manner; strategies tha would fit the cultural context people are in must be adapted. In the cultural context, emotional regulation is influenced by culturally valued relationship frameworks. This ensures social competence in a variety of situations: within homes, school environments, and the society at large. How are emotional regulation abilities developed? Regulating emotions can be primarily learned through observational and social referencing, particularly on the basis of the family. The emotional climate of homes, parenting styles of. parents, family communication and socialization practices, and mental health conditions of family members converge toward the emotional development of adolescents. Aside from the home environment, schools also play? crucial role in emotional development as these emotional regulation Strategies are often embedded ates in the school curriculum and school activities, Thus, it is j : oe Jt is important that Students engage in learning coe Hot only for the acquisition of knowledge a! tt more So on the acquisition of emotional regulatio® Strategies tj i . les that will empower them to become productive social e, iti ; citizens and empathic leaders in the futur ‘Scanned with CamScanner