PED3701

Unit 5

During adolescence some of the main tasks include learning to recognise and
regulate emotions, developing one’s own value system and deciding about
spiritual values and religion.

This unit will enable you to:

 understand the importance of adolescents’ emotions and the

developments that take place during the stage of adolescence as well
as the role of teachers in this regard.

 recognise the role that teachers can play in the moral development of
adolescents and how this development takes place.

 recognise the role that teachers can play in the spiritual development
of adolescents and how this development takes place.

 identify different theories of emotional intelligence.

For you to be successful regarding the cognitive development of the

adolescent you will have to actively participate in: all online discussions;
logging into myUnisa to access your reading material; complete and submit
activities; and summarise the unit for yourself (e.g., mind map) to help you
prepare for the exam. It is of utmost importance that you ask for support if
concepts are unclear to you via myUnisa.

5.2 EMOTIONAL DEVELOPMENT

Adolescents may have emotional swings because of hormonal changes and

environmental pressures, but they are also able to have insight into their
own and others’ feelings. They usually mature emotionally during this stage.
In this unit you will learn more about adolescents’ heightened emotionality,
how they experience emotions, and that they, at the same time, become
more competent in their emotional expressions. It is important to understand
what emotional development involves, and why emotions are so important.

5.2.1 Mood swings, emotional outbursts, and adult tantrums

Mood swings, or mood changes, in adolescence are abrupt shifts in mood or

emotional state, and may be a normal response to stress, negative events in
adolescents’ lives than to hormonal changes (Zimba, 2011). According to this
author, adolescents’ moods, like being withdrawn, depressed and anxious,
may be caused by difficulties at school, at home and in relationships. Zimba
(2011) says teachers must understand that there are many problems
especially when growing up in South Africa – some adolescents in certain
circumstances may be affected by the social-political instability, various
hardships, and poverty. It is, however, the responsibility of a teacher to keep
a close eye on the nature, severity and period of these mood changes as it
can signal an underlying mental health disorder which are characterized by
extremely high and low moods.

Emotional outbursts in adults can be one-time expressions of piled-up stress,

lack of sleep, or low blood sugar. Thus, a sudden passionate display of
emotion resulting from strong or intense feelings. These could also be a
symptom of emotional dysregulation or an underlying medical condition.
Emotional outbursts appear as a rapid shift from a state of calm to one of
uncontrollable, intense emotion which could be the result of long-present
feelings that the person have kept to themselves. Teachers are advised to be
cognisant to these outbursts as it represents an overflow of negative
emotions, like anger, hurt, or sadness. The teacher could refer the learner to
the school counsellor or psychologist as such an outburst often occurs when
a need or expectation has gone unmet for too long.

Temper tantrums are a normal part of childhood development. Children,

especially toddlers, sometimes struggle to control and express their
emotions. As we learn to regulate emotions and verbalize our needs better,
we typically grow out of having these outbursts. However, adults can have
tantrums, too. This can involve an upheaval due to frustration or anger.
Sometimes, adult temper tantrums are used as a means to manipulate
others; but sometimes a temper tantrum does not stem from emotions.
Someone might struggle to regulate their emotions if they feel overwhelmed,
which could make it difficult to express their feelings in a constructive way.
Some examples are, the silent fit, the tirade, when-n-moan and so forth.

5.2.2 Emotional maturity and regulation

The emotionally mature adolescent will avoid emotional outbursts in front of

others and will handle the emotion in an appropriate manner and at a
suitable place. They will distinguish important from unimportant stimuli in
situations before they react emotionally. They can show compassion for
others and understand their feelings. They are open and sensitive to their
own experiences and feelings, and they can express their feelings suitably
according to different situations. Some theorists refer to emotional
intelligence, because emotional skills have an impact on all areas of the
adolescent such as cognitive, social, and moral achievement. Herewith is one
of the many theories on emotional intelligence which teachers should take
note of (https://www.reuvenbaron.com/):

Source: https://www.reuvenbaron.com/

5.2.3 Emotional Climate and Culture

Also important in our diverse South African society is to take note of what
Tchombe (2011:277) wrote about the emotional climate in the classroom: It
must have an “inclusive nature” (including learners of various cultures,
mixed abilities and even disabilities) – this will depend on the teacher’s
empathy, warmth, patience, zeal, and resourcefulness which create a
positive psychological climate and emotional security for the learners.
According to the African culture, individual identity is formed in the
community, where the child belongs. The identity is defined by being a part
of the community and the group is seen as the primary unit. Mbiti (1970:109,
cited in Higgs & Smith, 2017) encompasses the idea of communalism in the
following words: “Whatever happens to the individual happens to the whole
group, and whatever happens to the group happens to the individual. The
individual can only say: I am, because we are; and since we are; therefore I
am.” Similarly, Anozie (2018:19) observes: “mmetuko ahu bu uto
ndu”, which means, “the beauty of life is in mixing up with others”.

Bame Nsamenang (2007) posits that “human development always occurs in

a specific eco-culture defined by geography, history, climate and the socio-
cultural system”. Society is organised in such a way that it includes the
teaching of social rules within the family and community systems. This view
is supported by Africa’s philosophy of complementarity[1], as the
underlying principle of Africa’s portrayal of the image of life (Ngwaba, cited
in Nwoye 2017). Onwaunibe (1983) refers to our explanation of reciprocity
rather as “mutuality” or a balance between person, culturality[2] and
community. This translates into an underlying goal of well-being of the
environment.

Furthermore, the goal of environmental well-being is not only reached

through the application of science, but also through applying communal
values, spirituality, customs and genuine self-expression. Although valued,
scientific progress needs a humanitarian element, namely: that the
community should be free to exercise cultural self-expression, and belief in
their self-reliance and self-esteem. Cultural self-expression indicates a
cultural self-comprehension of Africanness[3]. Authentic self-expression
implies the development of the continent through its own cultural identities
and its own customs, languages, values, and image of life (Oguejiofor &
Ezenwa-Ohaeto 2015).

Educational implications on emotional development:

In adolescence, the teacher's role in emotional development becomes

increasingly important due to the significant changes and challenges that
young people experience during this stage of life. Here are some key aspects
of the teacher's role in supporting emotional development in adolescence
 Creating a Safe and Supportive Classroom Environment: Teachers can
establish a classroom environment that promotes emotional safety and
trust. Adolescents need a space where they feel comfortable
expressing their emotions without fear of judgment or ridicule. By
fostering a supportive atmosphere, teachers can encourage open
communication and empathy among students.

 Providing Emotional Guidance and Support: Adolescence is a period

marked by heightened emotional intensity and self-discovery. Teachers
can serve as mentors and role models, offering guidance and support
to help students navigate their emotions. By being approachable and
attentive, teachers can provide a listening ear, offer advice, and
validate adolescents' feelings and experiences.

 Facilitating Emotional Regulation Skills: Adolescents often struggle with

managing their emotions effectively. Teachers can teach strategies for
emotional regulation, such as deep breathing exercises, mindfulness
techniques, and self-reflection practices. By providing tools and coping
mechanisms, teachers can empower adolescents to regulate their
emotions and make informed decisions.

 Promoting Emotional Intelligence and Self-awareness: Teachers can

integrate lessons and activities that promote emotional intelligence
and self-awareness. This includes helping students understand and
label their emotions, identify triggers, and develop a deeper
understanding of their own thoughts and feelings. By fostering self-
reflection and self-awareness, teachers can support adolescents in
developing a strong emotional foundation.

 Encouraging Positive Relationships and Social Skills: Adolescents are

navigating complex social dynamics and developing their interpersonal
skills. Teachers can facilitate opportunities for positive peer
interactions, group work, and collaborative projects. By promoting
empathy, active listening, conflict resolution, and effective
communication, teachers can help adolescents build healthy
relationships and navigate social challenges.

 Addressing Mental Health and Well-being: Teachers play a crucial role

in recognizing signs of emotional distress and supporting the mental
health of their adolescent students. They can create a safe space for
discussions around mental health, provide information about available
 resources, and encourage help-seeking behaviors. Teachers should also
collaborate with school counselors, administrators, and parents to
ensure appropriate support is provided when needed.

 Cultivating Resilience and Coping Skills: Adolescence can be a time of

increased stress and adversity. Teachers can foster resilience by
teaching coping skills, problem-solving strategies, and stress
management techniques. By providing opportunities for adolescents to
learn and practice resilience, teachers help them develop the
emotional strength to overcome challenges and bounce back from
setbacks.

 Collaborating with Families and Support Networks: Teachers should

maintain open lines of communication with parents and guardians to
exchange information about students' emotional well-being.
Collaboration with mental health professionals and other support
networks can ensure a holistic approach to addressing adolescents'
emotional needs

By actively engaging in these roles, teachers can have a significant positive

impact on the emotional development of adolescents. They can empower
students to understand and manage their emotions, build healthy
relationships, develop resilience, and foster overall well-being during this
critical stage of life.

5.2.4 Embedding identity through cultural celebrations

Bame Nsamenang (2008) highlights the need to embed identity

development socially, by celebrating the development and the milestones of
adolescents through traditional ways and customs such as initiation rituals.
Nsamenang’s theory emphasises the developing the child in a specific
context - where the community plays an important role in the development
of the child, as a part of the social ontogeny (social maturation or
development) of the child. Nsamenang (2008), furthermore, highlights
important social stages, such as the naming of the child, which is defined
within the historical and social framework of the society where the child
belongs, the initiation and priming of the child into social roles, and the
attending of initiation ceremonies. The beliefs, ceremonies and rituals of
African traditional religion permeate/penetrate every aspect of the life of
traditional African people (Blokland 2016:39). African children would
therefore be aware that they become what they are through the assistance
of others. What they know and can do, they have learnt from others.
According to Kwame Gyekye (in Nwoye 2017), although the African child is
inextricably/intimately bound to and finds their identity in the family and
community, “they nevertheless possess a clear concept of themselves as a
distinct person”. The identity of the African child therefore manifests in
communality and individuality.

Educational implications on helping shape identity

 Providing a Variety of Learning Opportunities: Teachers should offer a

diverse range of learning experiences that allow adolescents to explore
different subjects, interests, and talents. By providing exposure to
various disciplines, activities, and perspectives, teachers help students
discover their strengths, passions, and areas of interest, which
contribute to their sense of identity.

 Fostering a Positive Classroom Culture: Teachers can create a

classroom environment that embraces diversity, promotes inclusivity,
and encourages individuality. By celebrating students' unique qualities,
perspectives, and backgrounds, teachers foster a sense of belonging
and acceptance, which supports the development of a positive identity.

 Encouraging Self-Reflection and Self-Expression: Teachers should

provide opportunities for students to engage in self-reflection,
introspection, and self-expression. Through activities such as
journaling, creative projects, presentations, or class discussions,
teachers can help adolescents explore their thoughts, values, beliefs,
and aspirations, allowing them to develop a clearer sense of self.

 Promoting Critical Thinking and Personal Agency: Teachers should

encourage critical thinking, independent thought, and decision-making
skills. By empowering students to question, analyze, and evaluate
information, teachers enable them to form their own opinions, make
choices aligned with their values, and take ownership of their learning
and identity development.

 Facilitating Identity Exploration and Cultural Awareness: Teachers can

integrate curriculum and discussions that promote exploration of
personal and cultural identities. By incorporating literature, history,
and social studies that represent diverse perspectives, teachers help
students develop an understanding and appreciation for different
cultures, fostering a more inclusive and empathetic identity formation
process.
  Providing Positive Role Models and Mentoring: Teachers serve as role
models and mentors, guiding and supporting adolescents in their
identity development. By displaying positive traits such as empathy,
integrity, and resilience, teachers inspire students to develop their own
sense of identity and personal values. Establishing trusting
relationships and being available for guidance and support are
essential components of this role.

 Collaborating with Parents and Guardians: Teachers should maintain

open communication with parents and guardians to gain insights into
students' personal backgrounds, values, and aspirations. By working
together, teachers and families can support the holistic development
of adolescents' identity, ensuring consistency and reinforcement
between home and school environments.

 Addressing Identity-related Challenges: Adolescents may encounter

identity-related challenges and conflicts. Teachers should be sensitive
to these issues and provide a supportive space for students to explore
and discuss their experiences. By acknowledging and addressing
identity-related challenges, teachers can help students navigate these
complexities and develop a more cohesive sense of self.

By embracing these educational implications, teachers can contribute

significantly to shaping adolescent identity. Through supportive and inclusive
learning environments, opportunities for self-reflection and expression, and
fostering critical thinking skills, teachers empower students to develop a
positive and authentic sense of self as they navigate the complex journey of
adolescence.

Refer to Louw and Louw (2022:516-517-355) for more information

about emotions in adolescence.

FeedUP (Activity/Task):

Adolescent learners are sometimes hostile towards their teachers and

even openly aggressive. For example, an adolescent learner did not
want to obey the teacher to put her phone away, bumping the teacher
with her table.
 FeedUP (Activity/Task):

What should a teacher do in this situation? What behaviour of a teacher

will suppress the aggression and what must he or she do to let the
learner understand that this behaviour is not acceptable?

Discuss the problem and how to handle it with fellow students. Be aware
of your own feelings and think if you will be able to be understanding
and empathetic and composing yourself. If not, what can you do to
develop these skills?

FeedBACK (Action/Process):

It is important to recognise the challenging nature of such situations and

the need for effective strategies to address them. In a situation where
an adolescent learner displays hostility and aggression towards their
teacher, it is important for the teacher to respond appropriately to
suppress the aggression and communicate that such behaviour is not
acceptable.

FeedFORWARD (Reflect/Improve):

Consider strategies that can be employed by teachers to address

aggression and communicate the unacceptability of such behaviour to
learners. You can explore approaches such as positive reinforcement,
restorative practices, or conflict resolution techniques that promote
dialogue and understanding between the teacher and the learner.
Additionally, highlighting the importance of establishing a supportive
classroom climate and building strong teacher-learner relationships can
contribute to preventing hostile behaviour.

[1] a relationship or situation in which two or more different things improve

or emphasize each other's qualities

[2] the quality of being cultural

[3] the state or quality of being African.

5.3 MORAL AND SPIRITUAL DEVELOPMENT

Adolescents have the cognitive ability to think about right and wrong and to
judge behaviour and behave according to their values – they therefore begin
to establish their own set of values. Morals are learnt and society expects
adolescents to become morally independent and responsible. Adolescents’
abstract thinking leads to more critical and rational views of morality. They
may therefore come into conflict with adults about moral issues.

Onwuanibe (1983) underscores the metaphysical[1],

transcendent [2]dimension of the person. African philosophical thought
imagines a person as a totality of spirit (soul) and body. “Person” has a
physical (material or bodily) and a spiritual (transcendent) aspect. According
to Nwoye (2017), the African person’s view on the world includes a religious
view of the world. This means that the world is made up of the visible and
invisible (material and spiritual). In addition to the “visible models” in human
personality formation/development, as proposed by Bandura (1989), the
African child is conscious of people, such as ancestors, who are not visible,
but who have a presence in their lives (Nwoye 2017). Traditionally, in the
African culture, knowledge includes lived experience, as well as religious and
spiritual worlds, because of a holistic worldview. The culture places a moral
vision at the disposal of each member of the community. The basic moral
virtues that are valued include the following: patience, perseverance,
discretion, obedience, respect, modesty, and ability to live for others (Nwoye
2017). This internalisation of moral and human values is at the basis of
personal development. “It is essentially through dialogue that the moral
visions of a culture, transmitted by its social teachers; through stories,
proverbs, and myths, that go into the making of the person, becomes
realizable” (Nwoye 2017). The African child, therefore, creates a deep
relationship with his or her people’s indigenous social systems and values,
philosophies and worldview.

Study the sections in Louw and Louw (2022: 551-564) which focuses
on moral development.

Although the most acknowledged theory of moral development is that of

Lawrence Kohlberg, it is mostly based on Western cultural values and
perspectives, which may limit its applicability in the South African and other
non-Western contexts, for example:

 South Africa is a diverse country with a rich blend of cultures,

languages, and traditions. Kohlberg’s theory, developed within a
Western cultural framework, may not fully capture the moral values
and beliefs that are unique to South African cultures. Moral
development in south Africa is influenced by factors such as Ubuntu
philosophy, communal values, and traditional customs, which may
differ significantly from individualistic moral reasoning emphasised in
Kohlberg’s theory.

 Factors such as poverty and inequality have profound effects on moral

decision-making and values. These contextual factors may not be
adequately addressed or accounted for in Kohlberg’s theory.

 South Africa’s multicultural society necessitates an understanding of

moral development that encompasses diverse worldviews and ethical
frameworks. Kohlberg’s theory primarily focuses on cognitive
development and individual moral reasoning, which may not fully
capture the complexities of moral decision-making within a
multicultural context.

Even though Kohlberg’s theory may maybe limitations, it does not mean that
it is entirely irrelevant. Elements of the theory can still be useful in
understanding certain aspects of moral development. However, it is
necessary to consider and integrate alternative theories, culturally relevant
perspectives, and local research to ensure a comprehensive understanding
of moral development in the South African context.

[1] Ideas or reality outside of human sense perception (synonyms: abstract,

mystical, philosophical, spiritual).

[2] extending or lying beyond the limits of ordinary experience; being beyond
the limits of all possible experience and knowledge

5.4 THEORIES ON EMOTIONAL INTELLIGENCE

Emotional intelligence has been argued to be a crucial factor for achieving

success in life, some arguing that it is even more important than IQ. Studying
emotional intelligence is important as it allows us to understand and
navigate our own emotions effectively. Without emotional intelligence we
would be missing a crucial component of the human experience (Millacci,
2019).

Emotional intelligence revolves around the interconnectedness of cognition

and emotion. It refers to a collection of mental and social abilities, skills and
talents that are closely linked to the behaviours and actions of individuals in
various areas. In other words, plays a significant role in decision-making,
building relationships, and shaping our everyday actions. Emotions are
dynamic mental processes that can be effectively regulated as long as
individuals acquire the necessary knowledge and skills. But how exactly do
we reason with our emotions? To what extent does our emotional system
demonstrate intelligence?

According to Faltas (2017), there are three primary models of emotional

intelligence:

 Goleman’s Emotional Intelligence performance model

 Bar-On’s El competencies model

 Salovey and Mayer Emotional Intelligence theory

Below we will shortly discuss these models.

5.4.1 Goleman’s Emotional Intelligence Performance Model

Goleman explains that emotional intelligence encompasses a range of skills

and abilities that play a crucial role in the effectiveness of managers and
leaders at work. These skills and competencies revolve around four key
capabilities: self-awareness, relationship management, self-management,
and social awareness.

Refer to the following video by Daniel Goleman, as he introduces Emotional

Intelligence. goleman emotional intelligence model - Google Search (5:31)

5.4.2 Bar-On’s El competencies model

Based on the Bar-On model, emotional-social intelligence encompasses a

range of interconnected emotional and social competencies, skills, and
behaviours. These factors play a significant role in our ability to comprehend
and communicate our own emotions, understand and connect with others,
and effectively handle the demands, challenges, and pressures of everyday
life. The 15 specific factors, confirmed through a series of factor analyses
during the creation of Bar-On psychometric measures, encompass the
emotional and social competencies, skills, and behaviours mentioned in this
definition of the concept. The15 specific factors are as follows:

1. Self-regard
2. Emotional self-awareness
3. Assertiveness/emotional self-expression
4. Independence
5. Empathy
6. Social responsibility
7. Interpersonal relationship
8. Stress tolerance
9. Impulse control
10. Reality testing
11. Flexibility
12. Problem solving
13. Self-actualisation
14. Optimism

15. Happiness/wellbeing

As a self-directed life-long learner please read up on Bar-On’s EI

competencies module by following the link: The 15 factors of the Bar-On
model - (reuvenbaron.com)

5.4.3 Salovey and Mayer’s Emotional Intelligence theory

According to Salovey and Mayer (1997) emotional intelligence refers to the

capacity to process information about your own emotions and other people’s
emotions. It involves the skill of utilising this information to guide your own
thoughts and behaviours. An emotionally intelligent individual is able to pay
attention to, use, understand and manage his or her own emotions.
According to Salovey and Mayor (1997), in order to be emotionally
intelligent, one have to have four basic abilities, namely:

1. The ability to perceive and accurately express one’s own emotions and
the emotions of others.
2. The skill to employ emotions in a manner that facilitates cognitive
processes.
3. The capacity to understand emotions, emotional language, and
emotional cues.
4. The ability to effectively manage one’s emotions to accomplish goals.
It is important to note that this process does not typically occur
spontaneously, but often requires a deliberate and conscious effort.

You can read more about Salovey and Mayer’s emotional intelligence theory
by accessing Additional Resources (see Mayor, J.D., Salovey, P. & Caruso,
D.R. (2004). Emotional intelligence: theory, findings and
implications. Psychological Inquiry, 15(3): 197-215.

5.5 CONCLUSION

At the end of this learning unit, you may realise the significance of
adolescents’ emotions, morality and spirituality, because these aspects
involve their self-concept (their perception of who they are) and their whole
being. Adolescents usually develop control over their emotional expressions
and decide on a set of values and the religion they want to follow. The ideal
is emotional, moral and spiritual maturity that will enable adolescents to
adopt values that will empower them to accept the equality of all humans
and to have respect for every other individual in our diverse society. Teachers
can play a significant role in these developments, especially by their
example.

In the next learning unit, we shall investigate the developmental challenges

experienced during adolescence.