This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties. Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

This fascinating book explores the bodily expression of emotion in worldwide and culture-specific contexts.

Language has long been considered independent from emotions. In the last few years however research has accumulated empirical evidence against this theoretical belief of a purely cognitive-based foundation of language. In particular, through research on emotional word processing it has been shown, that processing of emotional words activates emotional brain structures, elicits emotional facial expressions and modulates action tendencies of approach and avoidance, probably in a similar manner as processing of non-verbal emotional stimuli does. In addition, it has been shown that emotional content is already processed in the visual cortex in a facilitated manner which suggests that processing of emotional language content is able to circumvent in-depth semantic analysis. Yet, this is only one side of the coin. Very recent research putting words into context suggests that language may also construe emotions and that by studying word processing one can provide a window to one’s own feelings. All in all, the empirical observations support the thesis of a close relationship between language and emotions at the level of word meaning as a specific evolutionary achievement of the human species. As such, this relationship seems to be different from the one between emotions and speech, where emotional meaning is conveyed by nonverbal features of the voice. But what does this relationship between written words and emotions theoretically imply for the processing of emotional information? The present Research Topic and its related articles aim to provide answers to this question. This book comprises several experimental studies investigating the brain structures and the time course of emotional word processing. Included are studies examining the affective core dimensions underlying affective word processing and studies that show how these basic affective dimensions influence word processing in general as well as the interaction between words, feelings and (expressive) behavior. In addition, new impetus comes from studies that on the one hand investigate how task-, sublexical and intrapersonal factors influence emotional word processing and on the other hand extend emotional word processing to the domains of social context and self-related processing. Finally, future perspectives are outlined including research on emotion and language acquisition, culture and multilingualism. In summary, this textbook offers scientists from different disciplines insight into the neurophysiological, behavioral and subjective mechanisms underlying emotion and language interactions. It gives new impulses to existing theories on the embodiment of language and emotion and provides new ways of looking at emotion-cognition interactions.

Exploring the connections between technology, emotions, and behaviors is increasingly important as we spend more and more time online and in digital environments. Technology, Emotions, and Behavior explains the role of technology in the evolution of both emotions and behaviors, and their interaction with each other. It discusses emotion modeling, distraction, and contagion as related to digital narrative and virtual spaces. It examines issues of trust and technology, behaviors used by individuals who are cut off from technology, and how individuals use technology to cope after disasters such as Hurricane Sandy. Technology, Emotions and Behaviors ends by exploring the construct of empathy and perspective-taking through online videos and socially shared activities. Practitioners and researchers will find this text useful in their work. Reviews the intersection between emotional contagion and emotional socialization theory in virtual interactions Examines cross-cultural communicative feedback Discusses the multi-dimensions of trust in technology Covers "digilante" rhetoric and its emotional appeal Devotes an entire section to cyberbullying

This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one’s own emotions and being able to influence students’ emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.

A Behavioral Scientist Notable Book of the Year * One of KCRW’s Best Reads of the Year * A Next Big Idea Club Top 21 Psychology Book of the Year * One of Publishers Weekly’s Best Books of the Year A pioneer of cultural psychology argues that emotions are not innate, but made as we live our lives together. “How are you feeling today?” We may think of emotions as universal responses, felt inside, but in Between Us, acclaimed psychologist Batja Mesquita asks us to reconsider them through the lens of what they do in our relationships, both one-on-one and within larger social networks. From an outside-in perspective, readers will understand why pride in a Dutch context does not translate well to the same emotion in North Carolina, or why one’s anger at a boss does not mean the same as your anger at a partner in a close relationship. By looking outward at relationships at work, school, and home, we can better judge how our emotions will be understood, how they might change a situation, and how they change us. Brilliantly synthesizing original psychological studies and stories from peoples across time and geography, Between Us skillfully argues that acknowledging differences in emotions allows us to find common ground, humanizing and humbling us all for the better.

Arin acts careless and rude - and other people are angry and upset. His parents and teacher tell him he needs to show respect. Confused and unhappy, Arin asks Grandma for help. They talk about how he would feel if someone broke his things or laughed at what he likes. Arin makes an effort to show respect to others and learns that everyone treats him better when he does.