1. Self-Regulation of Emotions
Chapter 5
Self-Regulation of Emotions
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2. Agenda Learning Objectives Emotions and Stress
Symptoms and Management of Emotionality
Symptoms and Management of Worry
Irrational Thinking Patterns
Straight Thinking
Discussion
Chapter 6 Preview
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3. Learning Objectives
Understand the academic impediments related to emotions that college students face.
Differentiate between the cognitive and physiological symptoms of anxiety.
Identify symptoms of and strategies for managing emotionality.
Identify symptoms of worry.
Differentiate between the various irrational thinking patterns and identify the irrational thinking patterns that may cause cognitive symptoms of anxiety.
Practice Straight Thinking in order to combat cognitive symptoms of anxiety.
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4. How do we live? We think. We feel. We act. Cognitively (rationally)
Emotively
We feel.
Behaviorally
We act.
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5. 8 Impediments to Academic Performance
Stress
Sleep difficulty
3. Anxiety
4. Cold/flu/sore throat
5. Internet use/
computer games
6. Work
7. Concern for a troubled friend or family member
8. Depression
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6. 8 Impediments to Academic Performance
1. Stress
2. Anxiety
3. Sleep difficulties
4. Cold/flu/sore throat
5. Depression
6. Work
7. Internet use/computer games
8. Concern for a troubled friend or family member
5 of 8 are related to Emotions
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7. How vulnerable are you to stress?
Give yourself 1 pt. for each statement that is true for you:
I eat at least 1 balanced meal a day.
I get 7 to 8 hours of sleep 4 nights a week.
I exercise at least twice a week.
I don’t smoke or use drugs.
I have an income adequate to meet my basic expenses.
I drink less than 3 cups of coffee (or tea or soda) a day.
I have 1 or more friends to confide in.
I do something for fun at least once a week.
I organize my time effectively.
I take quiet time for myself during the day.
Give yourself a point for each statement that is true for you.
Discuss student scores. You can have them write their score on a post-it and make a graph on the board or wall. Discuss the implications of stress in a college setting.
Did you know that ~85% of all illnesses are related to stress?
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8. Emotionality Physiological Symptoms: Managing Physiological Symptoms:
Rapid heart rate
Shallow (chest) breathing
Muscle tension
Managing Physiological Symptoms:
Diaphragmatic (belly) breathing
Progressive muscle relaxation
Walk students through practicing diaphragmatic breathing and / or progressive muscle relaxation.
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9. Worry Cognitive symptoms: Negative self-talk
Irrational thinking patterns
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10. Irrational Thinking Patterns
All-or-nothing (polarized) thinking
Overgeneralization
Filtering
Mind reading
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11. Irrational Thinking Patterns
Catastrophizing
Magnifying
Personalization
Shoulds
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12. Worry Managing Cognitive Symptoms
Write about what is making you anxious for 10 min
Reappraise the situation from a “threat” to a “challenge” (eustress vs. distress)
Meditation
Mindfulness
Straight thinking (ABCDE)
The B in straight thinking is the where we encounter our irrational thinking patterns and / or negative self-talk
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13. Changing Crooked Thinking to Straight Thinking
A. Activating event
B. Beliefs and self-talk (cognitive distortions, irrational thinking patterns, and negative self-talk)
C. Consequences: Emotional and behavioral
D. Disputing irrational beliefs (cognitive distortions/thinking errors and negative self-talk)
E. Effects of dispute: New emotions and behavior
Use Follow-Up Activity in the back of Chapter 5 to support this activity.
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14. Coping Strategies for Boredom
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15. Discussion Questions
Why is it important to regulate our emotions? How does it impact our ability to self-regulate?
What are some common activating events that trigger emotional reactions for you? What irrational thinking patterns may you be engaging in?
Are you aware of your negative self-talk? Do you “hear” any patterns? How can you combat these thoughts?
How can you dispute the irrational thoughts that cause undesired emotional or behavioral reactions?
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16. Preview of Chapter 6: Time Management
After studying Chapter 6 you will be able to:
analyze your use of time;
identify your time wasters;
develop a time-management system;
use strategies to reduce procrastination.
Giving students a preview of the next unit/chapter is a great way to get them engaged in learning and support them in self-regulating.
NOTE: If you are using this book out of order (as recommended), you can find the preview of other chapters at the end of the PowerPoint for the previous chapter.
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