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Empathy and Social-Emotional Learning: Pitfalls and Touchstones for School-Based Programs
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Maxwell, Bruce; DesRoches, Sarah – New Directions for Child and Adolescent Development, 2010
This chapter identifies three common pitfalls in the use of the concept of empathy in formal social-emotional learning interventions: (1) not distinguishing between affective and cognitive empathy ("equivocation"); (2) overestimating the role of the imagination in empathizing ("Piaget's fallacy"); and (3) not accommodating the developmental and…
Descriptors: Empathy, Educational Environment, Cognitive Processes, Socialization
Ups and Downs: Daily Cycles of Adolescent Moods.
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Barber, Bonnie L.; Jacobson, Kristen C.; Miller, Kristelle E.; Petersen, Anne C. – New Directions for Child and Adolescent Development, 1998
Examined diurnal patterns of adolescents' stress, affect, and arousal. Found that gender, depression risk status, and day of week influenced mean levels of adolescent moods but were not associated with differences in mood patterns throughout the day. Suggested that adolescents' emotional states follow a diurnal cycle stemming from endogenous…
Descriptors: Adolescent Development, Adolescents, Affective Behavior, Emotional Development
Routine and Ritual Elements in Family Mealtimes: Contexts for Child Well-Being and Family Identity
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Fiese, Barbara H.; Foley, Kimberly P.; Spagnola, Mary – New Directions for Child and Adolescent Development, 2006
This chapter focuses on how the routine elements of family mealtimes such as assigned tasks and the more emotional ritual aspects such as recognition of feelings are related to children's well-being and the creation of a family identity. (Contains 2 tables and 1 figure.)
Descriptors: Well Being, Family Relationship, Emotional Development, Child Development