Page 51 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 51
team members’ and teachers’ understanding of their own unpleasant emotions ...
teachers liked them (Skinner & Belmont, 1993). As noted above, we may
conclude that understanding one’s own emotions as well as understand-
ing students’ emotions is an important element of the teaching and learn-
ing process and an important part of teachers’ professional development.
As we can see, emotional competencies, emotional regulation and un-
derstanding of how emotions arise can have a considerable important im-
pact on relationships in work teams and in teacher-student relationships.
Below we present an emotional theory or a model that helps adults under-
stand the physiological and psychological processes that occur during an
emotional reaction.
The Circular Emotional Reaction (CER) Model
Although social and personality psychologists do not agree on what emo-
tions are, many theorists conceptualise emotions as multicomponential
processes (e.g. Frijda, 1986, 2001; Lazarus, 1991; Planalp, 1999). The emo-
tional process consists of a number of changes in a variety of subsystems
(or components) of the organism. These components typically include ap-
praisal, subjective experience, physiological change, emotional expression,
and action tendencies.
One of the theories/models of emotions that consider all these com-
ponents is the model of Circular Emotional Reaction (the CER model)
(Milivojević, 2008). It explains why different people can react with different
emotions in the same situation and helps comprehend that they themselves
can regulate their own emotions. Based on many workshops and supervi-
sion work conducted over the past decade, the model has proven to have
great applied value for teachers and other educational staff (MIZŠ, 2010;
MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013). When self-reflecting on the teaching
process or teamwork on the basis of the CER model, teachers easily real-
ise it is not the students’ or their colleagues’ (inappropriate) behaviour that
triggers their unpleasant emotions. They can better understand that these
emotions are triggered on the basis of their own evaluation of the situation
and thus they are the only ones who can control this process and their own
reactions.
The model is based on the cognitive therapy approach and transac-
tional analyses approach to understanding and regulating emotions. It also
shows similarities to the Process Model of Emotion Regulation (Gross,
1998; Quoidbach, Gross, & Mikolajczak, 2015). The CER model and its ap-
plication to practice in an educational setting are described below.
51
teachers liked them (Skinner & Belmont, 1993). As noted above, we may
conclude that understanding one’s own emotions as well as understand-
ing students’ emotions is an important element of the teaching and learn-
ing process and an important part of teachers’ professional development.
As we can see, emotional competencies, emotional regulation and un-
derstanding of how emotions arise can have a considerable important im-
pact on relationships in work teams and in teacher-student relationships.
Below we present an emotional theory or a model that helps adults under-
stand the physiological and psychological processes that occur during an
emotional reaction.
The Circular Emotional Reaction (CER) Model
Although social and personality psychologists do not agree on what emo-
tions are, many theorists conceptualise emotions as multicomponential
processes (e.g. Frijda, 1986, 2001; Lazarus, 1991; Planalp, 1999). The emo-
tional process consists of a number of changes in a variety of subsystems
(or components) of the organism. These components typically include ap-
praisal, subjective experience, physiological change, emotional expression,
and action tendencies.
One of the theories/models of emotions that consider all these com-
ponents is the model of Circular Emotional Reaction (the CER model)
(Milivojević, 2008). It explains why different people can react with different
emotions in the same situation and helps comprehend that they themselves
can regulate their own emotions. Based on many workshops and supervi-
sion work conducted over the past decade, the model has proven to have
great applied value for teachers and other educational staff (MIZŠ, 2010;
MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013). When self-reflecting on the teaching
process or teamwork on the basis of the CER model, teachers easily real-
ise it is not the students’ or their colleagues’ (inappropriate) behaviour that
triggers their unpleasant emotions. They can better understand that these
emotions are triggered on the basis of their own evaluation of the situation
and thus they are the only ones who can control this process and their own
reactions.
The model is based on the cognitive therapy approach and transac-
tional analyses approach to understanding and regulating emotions. It also
shows similarities to the Process Model of Emotion Regulation (Gross,
1998; Quoidbach, Gross, & Mikolajczak, 2015). The CER model and its ap-
plication to practice in an educational setting are described below.
51
