Larson, R., & Ham, M. (1993).

Stress and storm and stress in early adolescence: The relationship of negative
events with dysphoric affect. Developmental Psychology, 29, 130-140




GOOD EMOTIONAL SELF-REGULATION
IMPORTANCE
SELF-REGULATION
NEWSLETTER
Emotional self-regulation is demonstrated by expressing
emotions in a manner that is socially acceptable and
appropriate to the circumstance. Good emotional self-
regulation enables adolescents to cope with an
uncomfortable situation and to learn from that
experience, while still feeling good about himself and
remaining confident in his ability to handle difficult
situations. Being able to express empathy for another will
also open an adolescent up for sympathy and give them
the ability to bond a relationship with peers by
understanding their circumstances as well. If an
adolescent practices good emotional self-regulation in this
stage, when they reach adulthood they will be able to
handle stress in the worst circumstances.
TWO BEHAVIORAL STRATEGIES TO HELP
WITH THE STRUGGLE OF SELF-
REGULATION
1) GOAL SETTING GIVES STUDENTS AN
OPPORTUNITY TO OBSERVE THEIR
OWN BEHAVIOR AND PINPOINT AREAS
FOR IMPROVEMENT. IT HELPS
STUDENTS IDENTIFY WHAT THEY NEED
TO DO, LETS THEM SEE HOW THEY
ARE PROGRESSING, AND MOTIVATES
THEM TO ACT PRODUCTIVELY.
2) STUDENTS CAN USE SELF-TALK OR
SELF-INSTRUCTION TO REMIND
THEMSELVES TO FOCUS THEIR
ATTENTION, TO TAKE POSITIVE STEPS
WHEN FACED WITH DIFFICULTIES, TO
REINFORCE POSITIVE BEHAVIORS, AND
MORE.


August 16, 2014
ADOLESCENT EMOTIONAL DEVELOPMENT
FOUR TIPS TO SUPPORT EMOTIONAL SELF-
REGULATION IN ADOLESCENTS
1) SOCIAL SUPPORT FROM FAMILY, TEACHERS, AND
PEERS ALLOWS THE ADOLESCENT TO PRACTICE
HANDLING STRESS WHILE KNOWING HELP IS
AVAILABLE IF NEEDED.
2) SAFETY & SECURITY (RULES & LIMITATIONS)
GIVES ADOLESCENTS THE SUPPORT NEEDED TO
HANDLE STRESS WHEN THEY KNOW WHAT IS
EXPECTED OF THEM.
3) SUPPORT CAN ALSO COME IN A FORM OF
EXAMPLE. ADOLESCENT WILL TEND TO FOLLOW
THE EXAMPLE OF THEIR PARENTS WHEN THEY
ARE STRESSED.
4) PARENTS CAN HELP INSTILL AFFECTIVE
EMPATHY BY ENCOURAGING CHILDREN TO WALK
IN OTHERS' SHOES.

Adolescent emotional development is often described by
rapidly unpredictable emotions. Some earlier theories about
adolescent development proposed that these emotions were
to be anticipated, and suggested adolescents naturally tended
to over-react to everyday situations. New studies have shown
that this is a simple way adolescents learn how to cope with
stress.
The increased demands on an adolescents physical (sports),
mental (academics), and emotional (social relationships)
resources as well as new and unfamiliar situations will cause a
fluctuation of emotions throughout the day. The ability to
cope is influenced by genetic factors like temperament, which
can cause some people to be more sensitive to stress.
Adolescents born with more sensitive temperaments may have
a more difficult time coping with stressful situations, and may
require greater assistance to learn effective techniques to
manage their stress. This will also give them the confidence
needed to handle stress. Empathy and emotional
understanding also plays a part in self-regulation.
Empathy or the mental ability to take others' perspective,
begins rising steadily in girls at age 13, according to a six-year
study published recently in Developmental Psychology. But
boys don't begin until age 15 to show gains in perspective-
taking, which helps in problem-solving and avoiding conflict.
Emotional understanding is the simple act of an adolescent
understanding the emotions that they are feeling and why
they are feeling them. Without this understanding, the
adolescent will become confused and stress about the
situation at hand.
(Larson & Ham, 1993)