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Op-Ed: Emotions incorporated in curriculum
Posted on Sun, October 7th, 2007
Written by: Nancy Lipsitt, Clinical Psychologist
email: editor@syracuseparent.net

It is safe to say that most parents and teachers have the following aspirations for the children: That they grow up to feel happy with themselves, connected to others in positive ways, while also being intrinsically motivated learners who achieve their full potential academically. Many times these apsirations are met. Sometimes, though, when aspects of a child’s development do not go well, and the child does not recover, negative outcomes are more likely such as drug abuse, teenage pregnancy, and dropping out of high school. The consequences can be dire, as when an unhappy student, alienated from the school and home community, acts out his or her feelings by harming others.
Though research indicates that emotional health contributes to long-term achievement, recent educational initiatives do not always reflect this knowledge. Conflict resolution programs may not be integrated into the rest of the school day, and in this way may not be powerful enough to significantly shape the development of self-esteem and empathy, which have been found in research to benefit social problem-solving. The “No Child Left Behind” educational act does not address the child’s underlying social-emotional concerns, and some critics have argued that to comply, many schools have had to swap quality of teaching for measurement of achievement.
“No Child Left Behind” has also negatively influenced primary schools in that there has been a decrease in play in the classroom. Research has shown that play benefits social-emotional growth. Overall, it seems that the very things necessary for such growth--support for development of self-esteem, empathy, social problem-solving throughout the day--have been given less and less time in many schools.
But it doesn’t have to be this way. A strong academic education can be integrated with a strong emotional one. Rather than weakening the academic experience, emotional learning enriches children’s lives. As a psychologist-mom I was drawn to this sort of program when my oldest child was ready to begin elementary school last year.
Central New York actually has a number of primary and elementary schools where there is interest in supporting both the emotional and academic lives of kids. I think parents and teachers want their kids to grow up in an environment that teaches how to cope with life and the people around them. The New School, now located in DeWitt, is one such school.
Here’s how. These methods are detailed in the curriculum known as the Affective Education Program:
• Teachers first focus on creating an environment that feels safe.
• They create a sense of safety through the use of language and behavior that is respectful to children.
• Teachers label and validate feelings, but also ask all children questions about themselves, their wishes, and their future goals.
• Children learn that it is safe to express their feelings verbally, and that they can be heard when they do so. This encourages verbal expression for social problem-solving.
• Finally, while teachers at The New School have clear academic standards for each child, they also emphasize that the learning process is just as important. As children learn that their feelings, learning process, and work are valued, their positive feelings about themselves grows.

Goals for education
The key building blocks of social-emotional health include:
• Developing a positive sense of self.
• Flexibility in social and academic problem-solving and decision-making.
• The ability to explore independent ideas.
You must have a good sense of self to have empathy or mature perspective-taking skills. Without this, social problem solving is difficult. Unless you feel grounded in yourself and with others, it is hard to take risks and push yourself.

Intrinsic motivation
encouraged
Teachers meet monthly with all children to gauge their feelings about how their academic program is going. A teacher and a child might examine:
• What a child liked about the academic program
• What helped a child move forward or held them back
• Who a child worked well with on a project
• What other academic topics might a child want to explore.
This examination process shows children that they are safe to explore their own feelings, but it also builds problem-solving skills and a positive sense of self because children feel heard. Though the teacher remains the person in the relationship who ultimately determines how to integrate a child’s concerns into the academic plan, the child’s sense of having contributed helps to develop intrinsic motivation.
When a conflict occurs in the classroom that cannot be resolved by the children themselves, teachers become involved. They make sure that each child gets to voice what occurred, but each child is also listened to. Some of the key questions asked of children support the development of self-knowledge, perspective-taking, flexibility, and empathy such as:
• “From your point of view what happened?”
• “What were you trying to accomplish?”
• “What would you do next time that would make the situation more comfortable, safer?”
These questions will also help develop the child’s ability to express emotions verbally.
I described the Affective Program at The New School to show how emotions can be addressed richly in a school setting where children are also growing academically. Since our children spend a great deal of time in school, a curriculum that encompasses both types of learning could help immensely with their development.

Nancy Lipsitt is a mother and clinical psychologist who lives in Syracuse with her husband and two children. Her children attend the New School.