Final

Question 1

Do emotions always look the same? (i.e. boredom)

Answer 1

no - can redirect or take many forms

Question 2

basic emotions: 5, 6,4

Answer 2

sadness
joy
fear
disgust
anger

6 - Surprise

BUT fear/surprise are similar and anger/disgust are similar

Question 3

how do we measure emotions?

Answer 3

face reader
sweat sensors
heartbeat monitor

Question 4

3 facets to emotional competence

Answer 4

Understanding/appraisal
Expression of emotions (verbal/non-verbal)
Emotional regulation

Question 5

SNAP strategy

Answer 5

Stop Now And Plan
Stop - what can you DO to keep from making the problem bigger
Now And - what can you say to yourself to keep calm
Plan

Question 6

Emotion management strategies: Preventative

Answer 6

• modify the situation (maybe less intense lesson)
• attention deployment (talk to other teachers before school to express emotions, defer & make a plan)
• cognitive change (positive self-talk before or during)

Question 7

Emotion management strategies: Responsive

Answer 7

• behavioural strategies (breath, pause)
• cognitive strategies (positive self-talk, visualization, hobbies)
• ‘hold it in’

Question 8

self-determination theory

Answer 8

uses intrinsic and extrinsic sources of motivation as causes for behaviours

Question 9

how does motivation work?

Answer 9

physiological and psychological need that activates a behaviour or a drive that is aimed at a goal

Question 10

3 basic needs

Answer 10

competence
relatedness
autonomy

Question 11

Competence

Answer 11

understand how to attain goals (internal and external

gain mastery of a task and build

Question 12

Autonomy

Answer 12

self-initiating and self-regulating of one’s own actions

different fro independence - free will!

Question 13

relatedness

Answer 13

developing secure and satisfying connections
belonging and attachment
social environment

Question 14

what happens if any one of 3 basic needs not met?

Answer 14

students withdraw concern for others (psychological withdrawal) as compensatory motive to fulfill needs

Question 15

what is self-determination theory

Answer 15

theory about different types of motivation people can have

Question 16

what is self-determination theory NOT about?

Answer 16

how MUCH motivation kids have

Question 17

4 types of regulation

Answer 17

Integrated
Identified
Introjected
External

Question 18

Integrated

Answer 18

integrated with sense of self - activity is important to self and goal, so it’s enjoyed freely

Question 19

Identified

Answer 19

person identifies with the importance of goal

Question 20

Introjected

Answer 20

wants people to think you are that kind of person (poser)

Question 21

External

Answer 21

get external rewards

Question 22

goal of self-determination theory

Answer 22

work on developing internal motivation

Question 23

strategies for internal motivation

Answer 23

incorporate interests
use non-controlling language
(etc)

Question 24

is anxiety an emotion

Answer 24

no - it’s more than that

there can be an emotional component

Question 25

fear

Answer 25

physiological & psychological distress in response to danger (arousal)

Question 26

panic

Answer 26

DISPROPORTIONATE physiological & psychological distress in response to danger (arousal)

Question 27

anxiety

Answer 27

physiological & psychological distress in response to danger (arousal) IN RESPONSE TO SOMETHING THAT MAY HAPPEN IN THE FUTURE

Question 28

stress vs anxiety

Answer 28

stress - normal arousal response to some situations (no resources, difficult, demands, etc) anxiety - arousal increases until it INTERFERES with performance (refer Optimal Arousal Zone chart)

Question 29

clinical anxiety?

Answer 29

- interferes with day-to-day tasks that fit their capabilities( this is the first sign) - interferes in student's ability to seek out or experience enjoyment - interferes with day-to-day activities?

Question 30

4 parts of an anxiety-provoking situation

Answer 30

Physiological Cognitive (what if, worry about physiological symptoms, etc) Emotional Behavioural

Question 31

how does anxiety manifest in dudes?

Answer 31

often as aggression

Question 32

sign of anxiety

Answer 32

avoidance, avoidance, avoidance - persistant, active, and reoccurring - will skip an assignment instead of doing a crap job

Question 33

Anxious oys tend to be

Answer 33

disruptive | oppositional

Question 34

co-morbidity with anxiety

Answer 34

substance abuse (marijuana) learning disabilities giftedness adhd, when you're not good at something and you're not aware of it, you will be anxious about it - must use way more effort for less benefit

Question 35

learning disabilities and anxiety

Answer 35

anxiety may not be resolved until he has adequate support | -FIRST line of support is learning disability support

Question 36

gifted kids

Answer 36

- high risk of anxiety - looks different - be mindful of supports because of cognitive profile

Question 37

how does anxiety affect self-regulation

Answer 37

- good days & bad days | - less likely to use self-regulation strategies that they already know

Question 38

factors in anxiety

Answer 38

sleep | executive function

Question 39

sociocultural factors in anxiety

Answer 39

child may not understand what's up if not discussed

Question 40

what kind of programs are there?

Answer 40

most of them are for primary or for social anxiety

Question 41

how to implement a program

Answer 41

school and district level approvals are needed to implement a program

Question 42

what do you do if you take a training and don't feel qualified to implement?

Answer 42

talk to administration and principal - can get more help and consultation

Question 43

anxiety help: cognitive errors

Answer 43

Realistic Thinking: can be taught to identify the errors (i.e. everyone hates me) and use specific questions to evaluate

Question 44

anxiety help: social skills

Answer 44

social skills training - initiating conversations - inviting peers - identifying potential peers

Question 45

anxiety help: coping cards

Answer 45

see slides

Question 46

test anxiety

Answer 46

- explicit test instructions - explicit test preparation skills - test dump

Question 47

anxiety and ipps

Answer 47

- recommended to work with primary care provider - ipp is about exposure techniques - under care

Question 48

supporting vs perpetuating anxiety

Answer 48

- teachers attitudes can affect students' view - watch how you refer to tests - how you talk about tests & how you define success

Question 49

how do behaviour, cognition & emotion fit together?

Answer 49

everything fits into emotion, behaviour and cognition overlap. behaviour = outward working-out of emotion; cognition is impeded by emotion

Question 50

what does feedback require to be taken to heart?

Answer 50

trust

Question 51

Preventative strategies: 2 types

Answer 51

Projection & self-talk

Question 52

preventative strategies: projection

Answer 52

- how student will feel on completion | - consequences of doing poorly or well

Question 53

preventative strategies: self-talk

Answer 53

- build up confidence through affirmations | - pep-talk about WHY you can do well ('because i studied')

Question 54

responsive strategies

Answer 54

-talk yourself down by thinking about other topics