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Training Future Teachers to Promote Emotion Regulation in the Classroom Marie E James Madison University JMU Scholarly Commons Dissertations The Graduate School Summer 2016 Training future teachers to promote emotion regulation in the classroom Marie E. Johnson James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/diss201019 Part of the Clinical Psychology Commons Recommended Citation Johnson, Marie E., "Training future teachers to promote emotion regulation in the classroom" (2016). Dissertations. 121. https://commons.lib.jmu.edu/diss201019/121 This Dissertation is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Dissertations by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. TRAINING FUTURE TEACHERS TO PROMOTE EMOTION REGULATION IN THE CLASSROOM Marie Johnson, Ed.S. A dissertation submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Doctor of Psychology Combined-Integrated Program in Clinical and School Psychology August 2016 FACULTY COMMITTEE: Committee Chair: Elena Savina, Ph.D. Committee Members/ Readers: Craig Shealy, Ph.D. Trevor Stokes, Ph.D. ACKNOWLEDGEMENTS I would like to extend my sincerest appreciation and gratitude to my advisor and dissertation committee chair Dr. Elena Savina. I respect your knowledge and expertise, value your opinion, and admire you as a person. Thank you for both challenging and supporting me through this process and throughout my graduate education, which has truly helped me to become a better human being. To my committee members, Dr. Craig Shealy and Dr. Trevor Stokes, a heartfelt thank you for your expertise, support, enthusiasm, and encouragement to think deeply. Thank you to the C-I Faculty for your guidance and care in my professional and personal development, and for expanding my worldview exponentially. Thank you to my loving family, to my friends for their deep care and support, and to the Dissertation Support Group at Children’s Hospital Los Angeles who rallied for me. A special thank you to Mariel Cannady who pulled, Jessica Rossi who pushed, and the Kissinger Family who held. Above all thank you to my Grandma whose unparalleled love gave me the guts to believe I could “get in there and figure it out.” I know you’re crossing this finish line with me in spirit. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS………………………………………….……………..ii ABSTRACT………………………………………………………….…………….iv CHAPTER 1. INTRODUCTION……………………………………..…….………1 CHAPTER 2. LITERATURE REVIEW……………………….………………….10 CHAPTER 3. CURRICULUM………………………………………..…………..37 REFERENCES………………………………………………...……..……………99 iii ABSTRACT The classroom is a rich emotional environment where both students and teachers experience a wide range of emotions. Emotions influence all aspects of learning including attention, motivation, interest, memory, creativity, and social interactions. While negative emotions generally impede learning, the experience of positive emotions leads to improved outcomes for both teachers and students. Thus, the ability to regulate emotions is a very critical skill for both teachers and students. Teachers must be equipped with the necessary skills to manage their own emotions as well as emotional incidents in the classroom; however, few teacher preparation programs provide the knowledge and skills to navigate the emotional nature of the classroom environment. To meet this need, a social emotional learning (SEL) curriculum for pre-service teachers was developed to provide future teachers 1) with the skills needed to teach emotion regulation to students, and 2) the underlying emotional competence needed to meet the emotional demands of the classroom. The curriculum is intended for implementation as part of an existing teacher education course or as a seminar for pre-service teachers in their last year of schooling. iv 1 CHAPTER 1. INTRODUCTION The impact of emotions on learning is complex and multi-faceted (Frenzel & Stephens, 2013; Fridja & Mesquita, 1994; Linnenbrick & Pintrich, 2000; Pekrun, Goetz, Titz, & Perry, 2002; Gross & Thompson, 2007). Negative emotions decrease working memory and attention (Eisenberg et al., 2000; Flook, Repetti, & Ullman, 2005; Fried, 2011; Linnenbrick & Pintrich, 2000), increase problem behaviors (Eisenberg et al., 2000), negatively impact academic achievement (Valiente, Lemery-Chalfant, & Castro, 2007), and impair the ability of students to develop relationships with teachers and peers (Fabes & Eisenberg 1992). Positive emotions create enjoyment of learning tasks and have the ability to increase attention, interest in learning, intrinsic motivation, and creativity (Fredrickson, 2001; Fried 2011; Linnenbrick, 2007; Pekrun et al., 2002; Pekrun & Stephens, 2012). Further, positive emotions have an “undoing” effect on negative emotions that leads to overall psychological well-being (Fredrickson, 2001). Given the significant impact of emotions on the academic and social success of students, the growing body of research indicates a need for students to be equipped with the ability to regulate their emotions (Davis & Levine, 2013; Elias, 2006; Eisenberg et al., 2007; Frenzel & Stephens, 2013; Fried, 2011; Graziano, Reavis, Keane, & Calkins, 2007; Gumora & Arsenio, 2001; Pekrun et al., 2002; Thompson, 1991; Valiente et al., 2010). Emotion regulation is the process by which people exercise control over the experience and expression of emotion, and alter or redirect their emotional states in order to accomplish goals (Gross, 2002; Sutton, 2004; Koole, 2009; Schutz, Hong, Cross, and Osborn, 2006;). In the classroom, emotion regulation is associated with improved academic performance (Gumora & Arsenio, 2001; Zins, Bloodworth, Weissberg, & 2 Walberg, 2004), effortful control (Valiente, et al., 2010), persistence with school tasks (Cole, 2010), improved attention (Pekrun et al., 2002) and memory (Davis, Levine, Lench, & Quas, 2010), intrinsic motivation to learn (Pekrun et al., 2002; Zins et al., 2007), improvements in behavior and attitude toward learning (Zins et al., 2007), improved social relationships (Birch & Ladd, 1997; Trentacosta, Izard, Mostow, and Fine, 2006; Graziano et al., 2007), and overall psychological well-being (Gillom et al., 2002; Perkrun et al, 2002). Failed attempts to regulate emotion lead to emotion dysregulation (Gross, 1998; Hargreaves, 1998). In particular, inability to regulate the experience of negative emotions early in life poses a greater risk for developing psychopathology (Cole, Hall, & Najal, 2013). Emotion dysregulation is a core feature of many mental health disorders including eating, personality, mood, and conduct disorders, anxiety, ADHD, and autism spectrum disorder (American Psychiatric Association, 2013; Cicchetti, Ackerman, & Izard, 1995; Gross, 1998; McLaughlin, Hatzenbuehler, Mennin, & Nolen-Hoeksema, 2011). Further, emotion dysregulation often precedes suicidal ideation (Wyman et al., 2009; Law, Khazem, & Anestis, 2015), and in the past year nearly 15% of youth reported feeling so sad or hopeless that they made a plan to commit suicide (Centers for Disease Control and Prevention [CDC], 2016). The significant link between emotion dysregulation and increased risk for psychopathology further outlines the imperative for emotion regulation competency in schoolchildren (Hargreaves, 1998; McLaughlin et al., 2011). To promote social emotional learning (SEL), the Collaborative for Academic, Social, and Emotional Learning foundation (CASEL) supports the use of evidence-based 3 SEL programs that can be taught by classroom teachers. Examples of these programs include I Can Problem Solve (ICPS) (Shure & Spivak, 1980), Promoting Alternative Thinking Strategies (PATHS) (Greenberg, Kusché, & Riggs, 2004), and Second Step (Grossman, 1997), which have all been demonstrated to improve social and emotional skills in students (Shure & Spivak, 1980). Nonetheless, these programs do not address the underlying emotional competencies of teachers, which is essential for effective implementation of SEL programs and integration of social emotional skills throughout the day. Fragmented implementation of SEL programs is ineffective and impedes long- lasting change in students (Greenberg, et al., 2003). Not only must teachers have the ability to teach students emotion regulation techniques, they must also have the ability to regulate their own emotions (Becker, Goetz, Morger, & Ranellucci, 2014; Hargreaves, 1998; Jiang, Vauras, Volet, & Wang, 2016; Zins et al., 2004). Historically, teaching has been viewed as an activity focused on pedagogical and content knowledge, and the emotions of the teacher have largely been ignored (Hargreaves & Tucker, 1991). Rather than seeking to encourage teachers’ emotional awareness, emphasis has been on managing teachers’ emotions to fit the agenda of administrators (e.g. improving test scores) (Fineman, 1993; Hargreaves, 1998). Not enough attention has been given to providing teachers with the underlying emotional competence needed to be effective in the classroom (Hargreaves, 2000; Schutz et al., 2006; Waajid, Garner, & Owen, 2013; Williams-Johnson et al., 2008). As Constanti and Gibbs (2004) stated, because emotions are “intangible qualities which cannot be measured...” they have been “considered worthless” within education (p. 247). 4 Emotional health is critical to the professional health of the teacher (Day & Leitch, 2001). The MetLife Survey of the American Teacher (2012) revealed that over half
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